
II 




Book____JfSL__ 
Copyright^ . 



COPVRIGHT DEPOSIT: 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/teachersguidebooOOmcca 



The Teacher's Guide 
Book 



Grace Dietrich McCarthy 

Author of "Plays from the Wonder Book" 

and 

Louise McCarthy 



Warden Company 
Oklahoma City 






COPYRIGHT, 1915, 
By 

WARDEN COMPANY 



nr.T 21 I9i5 



©CI.A416042 

\ 



CONTENTS 



September : Page 

The First Day of School and Afterwards 3 

Drawing o 

Story Telling 7 

Hiawatha's Wooing (dramatized) 11 

Industry and Perseverance 17 

Character Study 20 

The Wise Woman and the Cadi 21 

October : 

October (H. H. Jackson) ' 25 

Drawing 26 

Invitation to Hallowe'en Party (Rebecca Williams) 28 

Paper Cutting 29 

Story Telling 31 

Constructive Work ; __ 32 

The Town Musicians 34 

The Brownies 35 

Elizabeth ( Grace D. McCarthy) -12 

Courtesy and Kindness 45 

November : 

Drawing 51 

Thanksgiving Program (Harriettc McCarthy) 55 

The Best of Thanks Is Sharing ( Grace D. McCarthy ) 59 

Gratitude (54 

December : 

Drawing 67 

Stories and Recitations 72 

Christmas Music 77 

Generosity 80 

The Pine Tree and Its Needles 83 

January: 

January, the Months (Blair) 87 

Drawing 88 

Study of Snowbound j_ 90 

Why the Evergreen Trees Keep Their Leaves 94 

Benjamin Franklin 101 

Courage 108 



Contents 

February : Page 

Drawing 115 

Saint Valentine 118 

Patriotism 124 

March : 

Drawing 130 

Arbor Day '_ 132 

The Boy Who Hated Trees 135 

Cleanliness 138 

April : 

Drawing 143 

April Program 145 

Evangeline (Grace D. McCarthy) 148 

Chicken Little 150 

Truthfulness 154 

Gardening 159 

May: 

Drawing 165 

A May Program 167 

The Queen Bee 170 

Helpfulness =. 172 

June: 

Courtship of Miles Standish (dramatized) 179 

Honesty 184 

MISCELLANEOUS SUBJECTS 

For the School Room 187 

Picture Study , 197 

Games 217 

Patrons' Clubs 229 

Books for School Libraries 237 

Memory Work 243 

Letter Writing •_ 246 

Sewing 249 



PREFACE 

The purpose of this book is two-fold; since the work of the school 
room must be so largely routine, it suggests some new ways of doing 
old things, and since so many teachers do not have access to libraries, 
it offers in useable form material which while old is always appro- 
priate to the school room. 

There is no wish that all suggestions should be followed in detail. 
Each teacher should select what she needs from the material offered. 
Nothing can take the place of a carefully thought out plan for each 
day and each hour of the day and this work must be done by the 
teacher. The most that any book can do is to offer suggestions and 
material from which to choose. 

Every teacher knows that the successful school is the busy school, 
and that the more work the less discipline, so she leaves no idle 
margin, but fills every minute with a carefully mapped out daily 
plan that keeps hands busy, minds active and hearts light. 



The Teacher's Guide Book 




The golden-rod is yellow ; 
The corn is turning brown ; 
The trees in apple orchards 
With fruit are bending down. 

The gentian's bluest fringes 
Are curling in the sun ; 
In dusky pods the milkweed 
Its hidden silk is spun. 

The sedges flaunt their harvest 
In every meadow brook 
And asters by the brook-side 
Make asters in the brook. 

From dewey leaves at morning 
The grapes' sweet odor rise ; 
At noon the roads all flutter 
With golden butterflies. 



By all these lovely tokens 
September days are here, 
With summer's best of weather, 
And autumn's best of cheer. 

— From "Poems," by Helen Hunt Jackson. 
Copyright, 1892, by Roberts & Roberts. 



September 3 

THE FIRST DAY OF SCHOOL AND AFTERWARD 

No day is more important than the first clay. Be sure to arrive 
at your school room in good time and in good spirits. Nothing will 
contribute more to a successful day and successful year than a care- 
fully thought-out plan for that first day. Have some definite thing 
planned for each hour of the day and have several things in reserve 
in case you find yon have miscalculated the length of time some de- 
tails will require. 

Ring the bell promptly and begin the exercises with which you 
intend to open school each morning. They should never be long. 
Most schools now require the reading of a Scripture lesson and a 
hymn usually follows. A short inspiring poem or a bit of good 
literature is added in many schools. Reading to students ten or 
fifteen minutes a day from some interesting and worth-while book 
is far from a waste of time ; and if this reading is done as a part 
of the opening exercises you will have little trouble with tardiness. 

The first day should be largely devoted to organization. Let 
the enrollment come first. Give each student an enrollment slip on 
which to write : 

Full Name. 

Name of Parent or Guardian. 

Residence. 

Age. 

Class of Previous Year. 

If your school is of primary grade, these slips must be taken 
home to be filled out ; if your school is ungraded, let the older pupils 
fill out slips for those who cannot write. 

Before the first day, you will of course have made out a tenta- 
tive program providing for the classes you expect to have, unless 
you are teaching in a graded school where the program is usually 
prepared by the principal. 

You have also, of course, made a note (stating carefully page 
and paragraph) of just what lessons you are to assign. Call each 
class at its proper time and after stating the name of the text- 
books and other material the pupils will need, assign the lesson for 
the next clay. Be very definite and be careful not to assign too long 
lessons. 

If you find that you must add certain classes or have prepared 
for classes you will not need, make a careful note of the fact, but 
do not disarrange your whole program by attempting to get them 
in the first day. 



■1 The Teacher's Guide Book 

Reserve the adjusting of your tentative program for the quiet 
of the evening after the first day. 

As little time as possible should be spent in organizing. By 
the end of the first day all pupils should have been assigned to 
some class and lessons should have been assigned. On the second 
day all classes to whom lessons have been assigned should recite. 

As the assignment of the lesson will not take all the recitation 
period, the teacher should be prepared with occupation for the re- 
maining minutes. For the younger children, provide some form of 
busy work, sand table, paper cutting (if you have scissors), build- 
ing with blocks or sticks, laying forms of beauty with tooth-picks, 
beans, or peas. Fitting together dissected stories or pictures taken 
from a child's story book or an old reader furnishes good occupa- 
tion for children a little older. For still older pupils, a board full of 
fairly easy problems in addition, multiplication, subtraction, and di- 
vision might be prepared and a friendly contest held to see which 
pupil or which row of pupils could solve most problems in a given 
time. A drill in the multiplication table is another device. I,et 
one child ask 5X9=? 8X7=? etc., and another child designate who is 
to answer. Questions from an oral arithmetic may be asked, or 
an arithmetic match may be held at the board. 

For the grammar classes on oral composition on "What I Saw 
as I Came to School To-day," or a new picture on the wall would 
furnish good exercises. Of course you will have a few short, in- 
teresting stories to fill in gaps, for the one thing you must do is to 
keep the children so busy that there is no chance for mischief or 
boredom. 

For the geography classes, map-drawing or some questions con- 
cerning local geography could be used. Who has seen an island? 
Where was it — was it large? Are all islands large? Who has seen 
a river, an isthmus, a lake, the sea, etc. ? Why do people raise cot- 
ton, corn, wheat, etc., where we live? Drill as to the name of town 
or township, county, state, nation, continent, hemisphere, zone in 
which the schoolhouse is located. Do not ask all these questions of 
all the children; the younger classes will know nothing of zone or 
hemisphere. 

A part of the time could be very profitably spent in giving 
directions for the mechanical arrangement for composition or other 
written work. 

Do not waste time laying down a lot of rules whose enforcing 
will burden you during the whole year. Instead of preparing a 
long list of dont's, keep everybody busy with do's. Be kind, firm, 
earnest, and consistent, above all smile and keep the voice gentle. 



September 5 

From the very first clay strive to build up a spirit of loyalty to 
the school. ''Our school" should be a phrase frequently heard and 
a matter of real concern. Such a school spirit will be a most effective 
means of discipline. It should be fostered and developed into com- 
munity loyalty and responsibility and will go far towards accom- 
plishing the most important task of the teacher, the making of good 
citizens. 



m 



DRAWING 



DRAWING SUGGEvSTIONS FOR SEPTEMBER 



m 



Eower Grades 

1. Ask the pupil to paint a September landscape. Let it be 
very simple, containing ground, sky, and distant foliage. 

2. As a help in music, draw the music staff, the treble sign, a 
whole note, a whole rest, a half note, a half rest, a quarter note, a 
quarter rest, an eighth note, an eighth rest. 

3. Tell the story of Clytie. Have children cut, paint, and mount 
on green paper the sunflower. 

4. Take a large sheet of drawing paper, fold in center, and 
make folio to hold drawings. Decorate outside with design made 
of sunflowers. 

5. Freehand cutting of jointed elephant. 

Higher Grades 

1. Draw a landscape, showing a fence and trees. See that the 
spacing is good. 

2. Blackboard drawing of landscape. Have pupils draw on black- 
board : (a) landscape with level land; (b) landscape with a hill side; 
(c) landscape with level land and hill beyond. 

3. Paint a bunch of grapes with green leaves, if possible. 

4. Make booklet using bunch of grapes in circle as design. 

5. Paint a spray of golden-rod. To make this blossom, touch 
the paper with tip end of brush. 



The Teacher's Guide Book 



FREEHAND CUTTING 




To make jointed elephant: join according to letters, with paper 
fasteners. Any other animals may be made in similar manner. 



September 



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STORY TELLING 



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SEPTEMBER STORIES 

Children will enjoy stories much more if they are appropriately 
chosen with regard to the seasons of the year. The following is a 
list with that point in view : 



9. 
10. 
11. 



Story of Hiawatha's Childhood. — Longfellow. 

Stories of Indian Childlife. 
Arachne. Plan Book. — Marion George. 

Clytie. Plan Book. — Marion George. 

Lazy Grasshopper. Plan Book. — Marion George. 

The Thrifty Squirrel. In the Child World. — Poulsson. 
Amy Stewart. Stories and Morning Talks. — Wiltse. 

Cinderella. (Emphasize the idea of promptness.) 

The Story of the Clock. In the Child World.— Poulsson. 

James Watt and the Teakettle. 

Sir Isaac Newton and the Apple. 



HIAWATHA'S CHILDHOOD 

By the shining Big-Sea- Water, 
Stood the wigwam of Nokomis. 
Dark behind it rose the forest, 
Rose the firs with cones upon them ; 
Bright before it beat the water, 
Beat the clear and sunny water, 
Beat the shining Big- Sea- Water. 
There the wrinkled, old Nokomis 
Nursed the little Hiawatha, 
Rocked him in his linden cradle, 
Bedded soft in moss and rushes, 
Safely bound with reindeer sinews ; 
Stilled his fretful wail by saying, 
'Hush ! the Naked Bear will hear thee !" 
Lulled him into slumber, singing, 



The Teacher's Guide Book 



HIAWATHA'S WOOING 



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(The following four lines are sung by children to above tune) 

"Ewa-yea! my little owlet!" 
Who is this that lights us now ? 
With his great eyes lights the wigwam? 
Ewa-yea, my little owlet!" 

(Children repeat in concert:) 

At the door on summer evenings 
Sat the little Hiawatha, 
Heard the whisperings of the pine trees, 
Heard the lapping of the water, 
Saw the fire-flies flitting round him, 
Flitting through the dusk of evening, 
With the twinkling of its candle 
Lighting up the brakes and bushes, 
And he sang the song of children, 
Sang the song Nokomis taught him : 

(The following four lines are sung by children to above tune:) 

"Wah-wah-taysee, little firefly, 
Little, flitting, white-fire-fly, 
Little, dancing, white-fire-creature, 
Light me with your little light. 

(Children repeat in concert:) 

Ere upon my bed I lay me, 
Ere in sleep I close my eyelids." 
Saw the moon rise from the water, 
Rippling, rounding from the water, 
Saw the flecks and shadows on it, 
Whispered, "What is that, Nokomis?" 
And the good Nokomis answered : 
"Once a warrior, very angry, 
Seized his grandmother, and threw her 
Up into the sky, at midnight ; 
Right against the moon he threw her, 
'Tis her body that you see there." 
Saw the rainbow in the heavens, 



SEPTEMBER 

In the eastern sky, the rainbow, 
Whispered, "What is that, Nokomis?" 
And the good Nokomis answered : 

' 'Tis the heaven of flowers yon see there ; 
All the wild flowers of the forest, 
All the lilies of the prairie, 
When on earth they fade and perish, 
Blossom in that heaven above us." 
When he heard the owls at midnight, 
Hooting, laughing in the forest, 

"What is that ?" he cried in terror ; 

"What is that?" he said, Nokomis?" 
And the good Nokomis answered : 

"That is but the owl and owlet, 
Talking in their native language, 
Talking, scolding at each other." 



— Longfellozv. 



APPROPRIATE CUTTINGS FOR BOOKLET 

The wigwam of Nokomis stood near the Big-Sea- Water. 

Nokomis nursed the little Hiawatha and rocked him in a linden 
cradle. 

The cradle was made soft with moss and rushes. 

On summer evenings little Hiawatha sat at the door and heard 
the pine trees whispering and saw the fire-flies flitting about him. 

When little Hiawatha heard the owls at midnight hooting and 
laughing in the forest, he was frightened and asked Nokomis what it 
meant. 

The good Nokomis told him that it was the owl and owlet talk- 
ing and scolding each other in their own language. 



10 



The Teacher's Guide Book 



COVER DESIGNS FOR BOOKLET 







Make Hiawatha booklet. Cover design, paper cutting of Hia- 
watha. First page, wigwam. Second, owlet. Third, bear. Copy 
lines of poem on each page appropriate to cutting. 



September 



11 



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DRAMATIZATION 




HIAWATHA'S WOOING 

Characters : 



Hiawatha 
Minnehaha 



Nokomis 
Arrow-Maker 



Scene I. 

Nokomis seated on the ground zvith pile of com beside her, which 
she is husking. Hiawatha stands zvith boiv and arrow equipped for a 
journey. 



Hiawatha 



Nokomis 



Hiaivatha 



Nokomis 



As unto the bow the cord is, 

So unto the man is woman, 

Though she bends him, she obeys him, 

Though she draws him, yet she follows, 

Useless' each without the other. 

Wed a maiden of your people, 
Take this warning from Nokomis ; 
Go not eastward, go not westward, 
For a stranger, whom we know not ! 
Like a fire upon the hearthstone 
Is a neighbors homely daughter, 
Like a starlight or the moonlight 
Is the handsomest of strangers. 

Dear old Nokomis, 
Very pleasant is the firelight 
But I like the starlight better 
Better do I like the moonlight. 

Bring not here an idle maiden, 
Bring not here a useless woman, 
Hands unskillful, feet unwilling; 
Bring a wife with nimble fingers, 
Hand and heart that move together, 
Feet that run on willing errands. 



12 



The Teacher's Guide Book 



Hiawatha 



Nokomis 



Hiazvatha 



In the land of the Dacotahs 
Lives the Arrow-Maker's daughter, 
Minnehaha, Laughing Water, 
Handsomest of all the women. 
I will bring her to your wigwam, 
She shall run upon your errands, 
Be your starlight, moonlight, firelight, 
Be the sunlight of my people. 

Bring not to my lodge a stranger 
From the land of the Dacotahs. 
Very fierce are the Dacotahs, 
Often is there war between us. 
There are feuds yet unforgotten, 
Wounds that ache and still may open. 

For that reason if no other 
Would I wed the fair Dacotah, 
That our tribes might be united, 
That old feuds might be forgotten, 
And old wounds be healed forever. 

{Exit Hiawatha.) 



Scene II. 

Tent of the Arrozv-Maker. Arrow-Maker chiseling stone, Minne- 
haha weaving a mat. A voice is heard in the distance singing. 

Onaway ! Awake beloved ! 
Thou the wild flower of the forest ! 
Thou the wild bird of the prairie! 
Thou with eyes so soft and fawn-like ! 
If thou only lookest at me, 
I am happy, I am happy, 
As the lilies of the prairie, 
When they feel the dew upon them! 
When thou art not pleased beloved, 
Then my heart is sad and darkened, 
As the shining river darkens, 
When the clouds drop shadows on it ! 
When thou smilest, my beloved, 
Then my troubled heart is brightened, 
As in sunshine gleam the ripples 
That the cold wind makes in rivers. 
Smiles the earth, and smiles the water, 
Smile the cloudless skies above us, 
But I lose the way of smiling 
When thou art no longer near me ! 
I myself, myself ! behold me ! 
Blood of my beating heart, behold me ! 
O awake, awake, beloved ! 
Onaway ! awake, beloved ! 



September 13 

(// more convenient the following may be sung by Minnehaha:) 

When I think of my beloved, 
Ah me ! think of my beloved, 
When my heart is thinking of him, 
Oh my sweetheart, my Algonquin ! 

Ah me ! when I parted from him, 
Round my neck he hung the wampum, 
As a pledge, the snow-white wampum, 
Oh my sweetheart, my Algonquin ! 

I will go with you, he whispered, 
Ah me ! to your native country : 
Let me go with you, he whispered, 
Oh my sweetheart, my Algonquin ! 

Far away, away, I answered, 
Very far away, I answered, 
Ah me ! is my native country, 
Oh my sweetheart, my Algonquin ! 

When I looked back to behold him, 
Where we parted to behold him, 
After me he still was gazing, 
Oh my sweetheart, my Algonquin ! 

By the tree he still was standing, 
By the fallen tree was standing, 
That had dropped into the water, 
Oh my sweetheart, my Algonquin ! 

When I think of my beloved, 
Ah me ! think of my beloved, 
When my heart is thinking of him, 
Oh my sweetheart, my Algonquin ! 
{Music for the above by Coleridge-Taylor, Novello Co., Lim't., 
London, England.) 

(Hiazvatha enters zvith a deer on his shoulders.) 

Arrow-Maker : 

Hiawatha, you are welcome. 
(Hiazvatha places the deer at the feet of Minnehaha.) 



Minnehaha : 
Arrow-Maker 



You are welcome, Hiawatha. 

Lay aside your mat unfinished, 
Bring forth food and set before us, 
Water bring us from the brooklet, 
Give us food in earthen vessels, 
Give us drink in bowls of bass-wood. 



14 The Teacher's Guide Book 

{Minnehaha begins to serve them.) 

Come you then for heads of arrows, 
Arrow-heads chalcedony, 
Arrow-heads of flint and jasper, 
Smoothed and sharpened at the edges, 
Hard and polished, keen and costly ? 



Hiazvatlia 



Arrow-Maker : 



Hiazvafha 



Pleasant is the landscape round us, 

Pleasant is the air above us, 

All the bitterness of anger 

Has departed wholly from me, 

From my brain the thought of vengeance, 

From my heart the burning fever. 

I was thinking, as I sat here, 
Of the days when with such arrows 
I have struck the deer and bison, 
On the Muskoday, the meadow. 
Shot the wild goose, flying southward, 
On the wing, the clamorous Wawa ; 
Thinking of the great war-parties, 
How they came to buy my arrows, 
Could not fight without my arrows. 
Ah, no more such noble warriors 
Can be found on earth as they were ! 
Now the men are all like women, 
Only use their tongues for weapons. 

After many years of warfare, 
Many years of strife and bloodshed, 
There is peace between the Ojibways 
And the tribe of the Dacotahs. 
That this peace may last forever 
And our hands be clasped more closely, 
And our hearts be more united, 
Give me as my wife this maiden, 
Minnehaha, Laughing Water, 
Loveliest of Dacotah women. 



Arroiv-Makcr 



Yes, if Minnehaha wishes; 

Let your heart speak, Minnehaha. 

Minnehaha {taking a seat beside Hiawatha) : 

I will follow you, my husband. 



Arrow-Maker 



Happy are you, Hiawatha, 
Having such a wife to love you. 
Happy are you, Laughing Water, 
Having such a noble husband. 
Listen to me, O my children, 
Love is sunshine, hate is shadow, 
Life is checkered shade and sunshine, 
Rule by love, O Hiawatha ! 



Septem bee 



15 



Listen to me, my children, 
Day is restless, night is quiet, 
Man imperious, woman feeble ; 
Half is mine, although I follow ; 
Rule by patience, Laughing Water ! 

(Hiawatha and Minnehaha go out slowly hand in hand.) 

Thus it is our daughters leave us, 
Those we love, and those who love us, 
Just when they have learned to help us, 
When we are old and lean upon them, 
Comes a youth with flaunting feathers, 
With his flute of reeds, a stranger 
Wanders piping through the village, 
Beckons to the fairest maiden, 
And she follows where he leads her, 
Leaving all things for the stranger. 



OUTLINES FOR CONSTRUCTIVE WORK 




Fold on dotted line. 



Cut the canoe out of white paper and decorate with Indian 
designs. 



16 The Teacher's Guide Book 

OUTLINES FOR CONSTRUCTIVE WORK 
(Continued) 





Construct tepee of white paper. Decorate with Indian designs. 



Septembek 



17 



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INDUSTRY AND 
PERSEVERANCE 



!UE 



'No man is born into the world whose work 
Is not born with him ; there is always work 
And tools to work with for those who will ; 
And blessed are the horny hands of toil." — Lozvell. 

'Attempt the end and never stand in doubt ; 
Nothing's so hard but search will find it out." 



— R. Her rick. 



"Little drops of water, 
Little grains of sand, 
Make the mighty ocean, 
And the pleasant land. 

"Thus the little minutes 
Humble though they be, 
Make the mighty ages 
Of eternity." 

SUGGESTED STORIES 



— B. C. Breiver. 



1. The Ant and Grasshopper. 

2. The Tortoise and the Hare. 

3. Bruce and the Spider. 

GETTING READY FOR WINTER 

How busy all the world is — Mother Nature knows that winter 
will soon be here and all her children must have home and food 
prepared for the cold days. Busy ants carry grain into their ant 
hills. The squirrels are storing nuts in the hollow tree near the 
brook. Father and Mother Bear are searching for a warm, dark 
cave in which to sleep their winter sleep. Over the stubble field 
the horses pull the wagon full of corn and pumpkins. The corn 
will feed the horses and the pumpkins will make nice pies for the 
plough-boy who is whistling as he turns the furrows in the nearby 
field. All are happy, all are busy; even Rover, the house dog, is 
burying a bone under the rose bush, 



18 The Teacher's Guide Book 

BRIGHT EYES AND GRAY FLUFF 

Once upon a time two little squirrels, Bright Eyes and Gray 
Fluff, lived in the branches of a large oak tree. 

Bright Eyes was quick and keen ; he loved to gather nuts. He 
loved to jump from branch to branch when the frost in the air made 
his blood tingle. Gray Fluff was fat and lazy. He liked to curl 
up in a hollow tree and sleep. He hated cold weather. He disliked 
to gather nuts and, as for cracking them, that was a real hardship. 

As the days grew shorter and colder, Gray Fluff slept more and 
more. He hardly stirred from the warm tree where the squirrels 
made their home. Every day Bright Eyes brought him nuts to eat. 
Gray Fluff always said, "To-morrow I shall gather nuts and you 
may sleep," but to-morrow never came. Finally, Gray Fluff found 
it too hard work to crack the nuts, so Bright Eyes gathered and 
cracked for two. 

One night Mamma Squirrel was awakened by the sound of cry- 
ing. It was Gray Fluff: "My teeth! my teeth! they ache so badly. 
I cannot stand the pain." 

Mother Squirrel called a glow worm in order to see what was 
the matter. There sat poor Gray Fluff holding his aching head 
and crying, "My teeth ! my teeth !'' 

"Open your mouth," said Mother Squirrel. "Oh naughty, naughty 
Gray Fluff. Look at those long teeth, you have not cracked a nut 
for many clays — no wonder those teeth ache. You have not used 
them and they have grown far too long. To-morrow, Bright Eyes must 
stay at home and you must gather and crack the nuts for two." 

Questions 

What did Bright Eyes look like? Why was Gray Fluff always 
sleepy? Do you think Gray Fluff meant to be lazy and selfish? Is 
gathering nuts work or play? What is work? Play? 

THE JACK-O-LANTERN 

"Well, Rollo, have you finished your jack-o-lantern?" 

"No," replied Rollo; "I was tired, so I thought I would come 

and help you work and ask you to tell me a story." 

"I do not think of any story just now, but I can give you some 

advice." 

"Very well," said Rollo; "give me some advice." 

"I will tell you two rules my old schoolmaster used to teach me — 

one for work and one for play. His rule for work was this : 

"What is once begun must always be done." 



September 19 

Rollo laughed at hearing this rule, and asked if all the old mas- 
ter's rules were in poetry. 

"His second rule," continued Jonas, "was for play. It was 
this : 

"When you have clone your play, 
Put all your things away." 

"I think this is an excellent rule," said Rollo; "for children often 
lose their playthings by leaving them about when they are done play- 
ing. I never leave my things lying about." 

"Indeed!" said Jonas. "Where is your jack-o-lantern? Have 
you put that away yet?" 

"No, but that is not yet finished." 

"Then you have broken both of my old master's rules. You 
have left your work unfinished because you were tired of it and 
you did not put away your playthings when you had done with 
them. Now let us go home." (They walk toward the house.) 

"Rollo! Rollo! see there!' exclaimed Jonas, as they came in sight 
of the yard. Rollo looked up and saw the old white cow eating up 
his jack-o-lantern. 

Rollo picked up a stick and ran after the cow, shouting out, 
"Whey there ! whey !" as loudly and fiercely as he could. The cow 
seized another large mouthful and ran off, shaking her horns and 
brandishing her tail. 

"The ugly old cow !" said Rollo, taking up the remains of the 
pumpkin. "My jack-o-lantern is all spoiled. I will get some stones 
and stone her." 

"Stone her! stone what?" replied Jonas coolly. "Stone the cow?" 
"Yes, of course,'" answered Rollo; "that ugly old cow!" 
"Why, what is the cow to blame for?" said Jonas. 
"To blame? Why, she has eaten up my jack-o-lantern." 
"I do not think the cow. is to blame," said Jonas ; "but some- 
body is to blame, and I can tell you who. If you stone anybody, you 
had better stone him. The person to blame is the boy that left the 
jack-o-lantern on the log, and thus let the cow get it." 

"I think," added he, with a laugh, "that if my old schoolmaster 
had known of this case, he would have made a good story out of it 
to illustrate his two rules." 

— Jacob Abbot, Rollo's Vacation. 

(This story could easly be dramatized or read as a dialogue.) 



20 



The Teacher's Guide Book 



bbr 



CHARACTER 
STUDY 



m 



EUGENE FIELD 



Born September 2, 1850; died September 4, 1895. 

He has been most appropriately called "The Poet Laureate of 
the Little Ones." Children cannot help but feel his love for them 
as expressed in his poems. His mother died when he was quite small 
and he lived with his aunt. His father was obliged to be away 
most of the time, and consequently they did much letter writing, which 
the boy always thoroughly enjoyed. 

He went to school like other boys, then to college and studied 
law; but not being successful at law, he gave it up and began news- 
paper work and to write some poetry. He is spoken of as always 
loving the society of children and would lay aside his work at any 
time to play with them. The grown people as well as the children 
have learned to love his songs and stories, for he had the true child 
heart. 

He had one boy he called "Daisy," and they often slept to- 
gether, but one morning Daisy awoke to find that his father had passed 
on to the far-away country of his "Little Boy Blue." 

A few of his most noted poems are "Dutch Lullaby," said to 
be the most perfect child poem ever written, "The Norse Lullaby," 
"Little Boy Blue," and "Garden and Cradle." 



September 



21 



DIALOGUE 




THE WISE WOMAN AND THE CADI 

Characters : 

Man Servant 



Cadi 



Wise Woman 



Scene I 



(Man is working. He may make shoes, bind a book, mend a 
tool, etc.) 

Man : The world is wide. I think I shall take a holiday and see 
some of it. (Reaches in his pocket and takes out a bag containing 
fifty pieces of silver. Looks at them lovingly.) But what shall I 
do with these. They are too heavy to carry ; besides, I might meet 
robbers on the way. (He sits thinking.) I shall ask the Cadi to take 
care of them for me. (Man looks up.) There is the Cadi now. Oh, 
Cadi! (Cadi enters.) I am going on a long journey. Will you 
keep my fifty pieces of silver until I return? 

Cadi: Gladly will I keep your fifty pieces of silver. (Man gives 
Cadi bag of silver and the Cadi goes off smiling. Man follows.) 

Scene II 
(Man walking into Cadi's house. Cadi is seated.) 

Man : How pleasant it is to be home again. I have seen much, 
but I shall be glad to see my fifty beautiful pieces of silver again. 
(Enters house of Cadi.) Oh, Cadi! I have returned. Give me, I 
pray, my fifty pieces of silver. 

Cadi: What fifty pieces of silver? 

Man : The fifty beautiful pieces which I entrusted to you when 
I went on my journey. 

Cadi : I know nothing of your silver. 

Man : I gave it to you when I started on my journey. You 
cannot have forgotten it. 



22 The Teacher's Guide Book 

Cadi: I know nothing of your silver, I tell you. 

Man: Most noble Cadi, I beseech you. Remember the fifty beau- 
tiful pieces which I gave you. 

Cadi : Enough ! Be gone ! Have I not told you I know nothing 
of your silver? 

(The man goes out wringing his hands.) 

Scene III 

House of Wise Woman. (Wise Woman seated. Man standing 
before her.) 

Wise Woman: And the Cadi refuses to return your silver? 
Man : He says he knows nothing of my silver, and if you can 
not help me I shall never see them again. 

Wise Woman : You must do exactly as I tell you. 
Man : Yes ? 

Wise Woman: Just as the third hour comes, go to the house 
of the Cadi and say as though for the first time : "Cadi, I have come 
for my fifty pieces of silver." And, unless I am very much mis- 
taken, the Cadi will give them to you. But you must ask exactly at 
the third hour. 

Man: Is that all? 
Wise Woman: That is all. 
Man: I shall do exactly as you say. 
(Man goes out. Servant enters.) 
Wise Woman: Bring me all my jewels. 
(Servant brings jewels.) 
Servant: Here they are. 

Wise Woman : Listen carefully ! Just a few moments after the 
third hour, you are to go to the house of the Cadi. Enter, clap 
your hands, and say: "The master has returned, the master has re- 
turned !" 

Servant: Is that all? 

Wise Woman : That is all, but yon must come a few moments 
after the third hour. 

Scene IV 

House of Cadi. (Cadi seated. Woman holding box of jewels.) 

Wise Woman: I have brought these jewels, Cadi, hoping that 
you would keep them for me until my husband returns. 

Cadi: Gladly will I keep your jewels for you. 

Wise Woman : They are of great value and if you will keep them 
for me — 



September 23 

Cadi: Give them to me. Gladly will I keep — 

( Enters man.) 

Alan : Oh, Cadi ! I have come for the fifty pieces of silver which 
I left with you when I went on my journey. 

Cadi (reaching into a chest) : Here they are. (Turning to the 
Wise Woman) : Give me your jewels. Gladly will I keep — 

(Servant enters clapping her hands.) 

Servant: The master has returned! The master has returned! 

SUGGESTIONS 

Read, or far better, tell the story. Do not explain it. Now the 
children are to express what has been impressed. Select or let the 
children choose certain ones to represent the various characters. Tak- 
ing places in front, let them go through the appropriate motions and 
compose the dialogue. This makes a splendid exercise in oral com- 
position. 

Use as few stage properties as possible. Give the imagination 
free play. Do not insist on the use of your words or your interpreta- 
tion of any character. It will not be amiss to suggest improvement in 
interpretation or to ask other pupils not taking part to do so if by 
so doing the spontaneity of the play is not lost. 

The writing down of the play gives you a good composition lesson 
and is particularly valuable as a drill in punctuation. 

Dialogue reading is valuable because it : 

1. Trains the imagination. 

2. Teaches the child to express himself freely. 

3. Teaches him to think on his feet. 

4. Develops the spirit of co-operation and service. 

5. Each must do his part and all contribute to the pleasure of 
those listening. 



Memorandum 



Memorandum 



24 



The Teacher's Guide Book 




OCTOBER 



s 


M 


T 


Y/ 


T 


F 


S 









































































OCTOBER'S SECRETS 

October, come take a romp with me. 

Let"s climb that old maple tree, 

xA-nd take a peep right through the wood, 

And breathe the air so pure and good. 

Now, tell me what I'd like to know : 

Where does your fairy paint brush grow ? 

Where is the shop where the color is made 

With which you tint each leaf and blade ? 

October, where does Jack Frost dwell ? 

How do trees grow in the dell ? 

Why is the air so sweet and cool? 

Did your spiders go to spinning school? 

What makes the chestnuts brown to fall ? 

O show me thy fairy wonder-ball ! 

O October, artist of the year, 

Tell me the secrets to you so dear ! 

— Margaret T. Stevens. 



October 25 



OCTOBER 

"O suns and skies and clouds of June, 
And flowers of June together, 
Ye cannot rival for one hour 
October's bright blue weather. 

"When loud the bumble-bee makes haste, 
Belated, thriftless, vagrant, 
And golden-rod is dying fast, 
And lanes with grapes are fragrant; 

"When gentians roll their fringes tight 
To save them for the morning, 
And chestnuts fall from satin burrs, 
Without a sound of warning; 

"When on the ground red apples lie 
In piles like jewels shining, 
And redder still on old stone walls 
Are leaves of woodbine twining; 

"When all the lovely wayside things 
Their white-winged seeds are sowing. 
And in the fields, still green and fair, 
Late aftermaths are growing; 

"When springs run low, and on the brooks, 
In idle golden freighting, 
Bright leaves sink noiseless in the hush 
Of woods for winter waiting. 

"O suns and skies and flowers of June, 
Count all your boasts together, 
Love loveth best of all the year 
October's bright blue weather." 

— H. H. Jackson. 



2fi 



The Teacher's Guide Book 



S2 



DRAWING 



m 



DRAWING SUGGESTIONS 
October 

Lower Grades 

1. Arrange an interesting lesson on the board concerning the 
ruler, a child cannot know this too well. Draw a picture of a ruler 
on the board. Have children find one inch, one-half inch, one-quarter 
inch, one-eighth, and one-sixteenth inch. Then one and one-half 
inches, etc. Find first on board and then on their own ruler. Ask 
child to draw a one inch square, a rectangle one inch by three and one- 
quarter inches, etc. 

2. Crayola drawing of different kinds of nuts. 

3. Let each child make clock face. Use circle of cardboard 
on which print numerals. Make large and small hands from paper 
and fasten to center with paper fasteners. This can be used to great 
advantage in teaching the children to tell time. 

4. Illustrate the story of Columbus. With blue crayola make 
ships. 

5. Draw, paint, and cut pumpkin jack-o-lanterns. 



Higher Grades 

1. Draw October trees, have children observe width, height, 
thickness of trunks, color, etc. 

2. Place pumpkin before class and draw, using charcoal or pen- 
cil. Study shape carefully and draw in mass. 

3. Draw and paint several jack-o-lanterns hanging from branch 
of tree attached by cord. 

4. Draw teapot or some object built on curved lines. Empha- 
size fact that it is better to draw several lines and train the eye to 
select the right curve than to draw one heavy line first. 

5. On squared paper design alphabet. 



OCTOB] 



27 



/L. 



JL 



UL 




£ 



Freehand cutting of three lines of a scene with ship in middle 
ground. Fold on dotted lines and paste vertically according to letters. 



28 



The Teacher's Guide Book 




INVITATION TO HALLOWE'EN PARTY 

Rebecca Williams 

The ghosts and witches bade me write, 
To bid you welcome Monday night ; 
So come to Neptune, mortal man, 
And join the ghosts' sepulchral clan. 
Mix, mingle freely, but do not fear 
The gruesome sounds you'll likely hear. 
Just ask dame witch to cast her spell 
And all your future joys foretell; 
Her charm is sure, her magic true, 
And what she says will be to you 
Of value great; and worth much more 
Than the small amount charged at the door. 



October 



29 






Cut from black paper, Jack-o'-lanterns and bats. Use these to 
decorate the room on Hallowe'en. Enlarge the pattern to suit the 
purpose for which you use them. 



30 



The Teacher's Guide Book 





Enlarge the size of the cats and cut from black paper. These 
mav be used for Hallowe'en invitations or souvenirs. 



( )CTOBER 



31 



STORY TELLING 



augi 



M 



0^ 



OCTOBER STORIES 



Stepping Stones to Literature, 



1. Story of Columbus. 

2. How the Oak Became King. 
Book III. 

3. The Fox and the Grapes. — Aesop. 

4. Ruth and the Gleaners. — Bible. 

5. The Baby Bud's New Clothes. In the Child World. — Poulsson. 

6. How Johnnie and Jimmie Became Fairies. Hoxie Kg. Stories. 

7. The Crane's Express. In the Child World. — Poulsson. 

8. The Coming and Going of the Birds. Little Flower Folks. 
— Beecher. 

9. Timothy's Shoes. Hoxie Kg. Stories, i 
10. The Fisherman and His Wife. — Grimm. 



AN OCTOBER RIDDLE 

There is a pretty picture 

I'd love to have you see; 
It's painted in the colors 

Most beautiful to me — 
A glint of golden yellow, 

A dash of flaming red, 
With Green, and bronze, and gray, and brown, 

And blue sky overhead. 

There is a royal banquet 

To which you ought to go; 
The table is not set like ours, 

With linen white as snow. 
The chairs are soft as velvet, 

The cups hold purest wire, 
And all the time the orchestra 

Makes music while you dine. 

Now, would you see my picture, 

And to the banquet go? 
Just take a walk into the woods 

AVhere oaks and maples grow; 
Where acorns fall like raindrops, 

And rocks the mosses hold, 
And you will find that everything 

Is true which I have told. 



-Grace Eeese Adkins. 



32 



The Teacher's Guide Book 
CONSTRUCTIVE WORK 





How to construct a circus tent. Animals may also be made for 
the tent. 




Jointed wolf cut in six pieces (body, tail, two front legs, two 
hind legs). Join parts with paper fasteners according to crosses. 
Use heavy brown or tan paper. 



OCTOBKR 



33 



CONSTRUCTIVE WORK 





Make lion for circus tent. Paper cutting of lion and front of 
cage from black paper. Mount on white paper with lion beneath bar? 
to appear as if in cage. 



34 



The Teacher's Guide Book 




The Town Musicians 

Paper cutting of donkey, dog, rooster and cat. To be mounted 
on white paper. 



( )CTOBER 




DRAMATIZATION 



pit 







THE BROWNIES 
Adapted — Julia Horatia Ewing 

Characters : 
Tailor Jonnie 

Grandmother Tommy 

Scene I 

(Tailor sewing. Grandmother knitting.) 

Tailor: Bairns are a burden. {He sighs.) 

Grandmother: Bairns are a blessing! Bairns are a blessing! 
It is a family motto. 

Tailor: Are they? Look at Tommy, that boy does nothing but 
whittle sticks from morning till night. I have almost to lug him 
out of bed o'mornings. If I send him on an errand he loiters; I'd 
better have gone myself. If I set him to do anything I have to tell 
him everything; I could sooner do it myself. 

Grandmother: There's Jonnie. He has a face like an apple. 

Tailor : And about as useful. 

{Enter Jonnie and Tommy carrying armsful of moss.) 

Grandma : I've swept this floor once to-day and I'm not going 
to do it again. Put that rubbish outside. 

Tommy: Move it, Jonnie! (Takes a piece of zvood out of his 
pocket and begins to whittle.) 

Jonnie: Is there any supper, Father? 

Tailor : No, there is not, sir, unless you know how to get it. 
(Takes his pipe and goes out.) 

Tommy: Is there really nothing to eat, Granny? 

Grandmother: No, my bairns, only some bread for breakfast 
to-morrow. 

Jonnie: What makes father so cross, Granny? 

Grandmother: He is worried, and you don't help him, my dear. 



36 This Teacher's Guide Book 

Tommy: What can I do, Grandmother? 

Grandmother: Many little things, if you tried. He spent half 
an hour to-day while you were on the moor, getting turf for the 
fire, and you could have got it just as well. 

Tommy : He never told me. 

Grandmother: You might help me a bit just now, if you would, 
my laddies. These bits of cloth want tearing into lengths, and if you 
get them ready I can go on knitting. There'll be some food when this 
mat is done and sold. (He begins to tear the rags.) 

Tommy: I'll try. Hold my knife, Jonnie. Will that do, Granny? 

Grandmother (putting dozvn her knitting to look) : My dear, 
that's too short. Mercy ! I gave the lad a piece to measure by. 

Tommy: I thought it was the same length. Oh, dear! I am so 
tired and so hungry. (He begins to cry.) 

Grandmother: What can I do for you, my poor bairns? 

Jonnie: Tell us a tale, Granny. If you told us a new one, 1 
shouldn't keep thinking of that bread in the cupboard. Tell us abowt 
the brownie, please. What was he like? 

Grandmother: Like a little man, they say, my dear. 

Jonnie: What did he do? 

Grandmother: He came before the family was up, a;id swept 
the hearth, and lighted the fire, and set out the breakfast, and tidied 
the room, and did all sorts of housework. But he never would be 
seen, and was off before they could catch him. But they could hear 
him laughing and playing about the house sometimes. 

Tommy: How nice! Did they give him any wages, Granny? 

Grandmother: No, my dear. He did it for love. They set a 
pan of clear water for him over night, and now and then a bowl of 
milk or cream. 

Jonnie: O Granny! Why did he go? 

Grandmother : The Old Owl knows, my dear ; I don't. 

Tommy: Who's the Old Owl, Granny? 

Grandmother: I don't exactly know, my dear. Many people used 
to go and consult the Old Owl at moonrise,.in my young days. 

Jonnie : Better tell us more about brownie, please. Did he ever 
live with anybody else? 

Grandmother: There are plenty of brownies, or used to be, some 
houses had several. 

Both Boys: Oh, I wish ours would come back! 
Jonnie : He'd tidy the room. 
Tommy: Ketch the turf. 
Jonnie : Pick up the chips. 



October 37 

Tommy. Sort your scraps and do everything. Oh! I wish he 
hadn't gone away. 

(Enters tailor.) 

Tailor : What's that ? 

Tommy: It's the brownie, father. We are so sorry he went, 
and do wish we had one. Would you mind our setting a pan of 
water? There's no bread and milk. 

Tailor : You may do what you like, my lad, and I wish there 
were bread and milk for your sakes ; bairns, you should have it, had 
I it to give. But go to bed now. 

(Tailor and grandmother go out. The boys fill a pan with water 
and go to bed.) 

Tommy: There's an owl living in the old shed by the pond. It 
may be the Old Owl herself, and she knows, Granny says. When 
Father's gone to bed and the moon rises, I'll go. 

Scene II. 
Characters : Owe 

Tommy 

Owl: Hoot! Hoot! 

Tommy : It's the Old Owl. 

Owl: Now, what do you want? 

Tommy : Please can you tell me where to find the brownies, and 
how to get one to come and live with us? 

Owl: Oh hoo, that's it, is it? I know of two brownies. 

Tommy: Hurrah! Where do they live? 

Ozvl: In your house. 

Tommy: In our house! Whereabouts? Let me rummage them 
out. Why do they do nothing? 

Ozvl: They are idle, they are idle. 

Tommy: Then we don't want them. What is the use of hav- 
ing brownies if they do nothing to help us? 

Ozvl: Perhaps they don't know how, as no one has told them. 

Tommy: I wish you would tell me where to find them, I could 
tell them. 

Owl : Could you ? Hoo ! Hoo ! 

Tommy (aside) : Is she hooting or laughing? Of course I 
could. They might be up and sweep the house, and light the fire, 
and spread the table, and that sort of thing, before father came home. 
The brownies did all of that in Granny's mother's young days, and 
then they could tidy the room, and fetch the turf, and pick up my 
chips, and sort Granny's scraps. Oh, there's lots to do. 

Owl : So there is. Hoo ! Hoo ! Well, I can tell you where to 



38 The Teacher's Guide Book 

find one of the brownies, and if you find him, he will tell you where 
his brother is. But all this depends upon whether you feel equal 
to doing it and whether you will obey me. 

Tommy : I am quite ready to go and I will do as you tell me. 
I feel quite sure I could persuade them if they only knew how every 
one would love them if they made themselves useful. 

Owl : Hoo ! Hoo ! You must go to that pond on the right, 
now when the moon is shining, and turn yourself round three times, 
saying this charm : 

Twist me and turn me, and show me the elf 
I looked in the water and saw — 

When you have got so far, look into the water, and at the same 
moment you will see the brownie, and think of a word that will fill 
up the line and rhyme with elf. 

Tommy (running over to pond, turning three times, and look- 
ing in) : 

Twist me and turn me, and show me the elf 
I looked in the water and saw — 

Why, there is no one but myself, and what can the word be? I 
must have done it wrong. I'll go back and ask the Owl. 

Owl : Hoo ! Hoo ! What did you see in the pond ? 

Tommy : I saw nothing but myself. 

Owl: And what did you expect to see? 

Tommy: I expected to see a brownie, you told me so. 

Owl : And what are brownies like, pray ? 

Tommy: The one Granny knew was a useful little fellow some- 
thing like a little man. 

Owl : Oh ! but you know at present this little one is an idle lit- 
tle fellow something like a little man. Oh ! Oho ! Are you quite sure 
you didn't see him? 

Tommy (sharply) : Quite, I saw no one but myself. 

Owl : Hoot ! Hoot ! How touchy we are ? And who are you, 
pray? 

Tommy : I am not a brownie. 

Owl : Don't be too sure, did you find out the word ? 

Tommy : No, I could find no word with any meaning that would 
rhyme but myself. 

Owl: Well, that rhymes. What do you want? Where is your 
brother now? 

Tommy : In bed in the malt loft. 

Owl : Then, now, all your questions are answered, and you 



October 39 

know what wants doing, so go and do it. (The Owl shakes himself 
as if to fly away.) 

Tommy. Don't go yet, please. I don't understand it, you know. 
I am not a brownie, am I ? 

Owl : Yes, you are, and a very idle one, too. All the children 
are brownies. 

Tommy: But I couldn't do work like a brownie. 

Owl : Why not ? Couldn't you sweep the floor, light the fire, 
spread the table, tidy the room, fetch the turf, pick up your own 
chips, and sort your Grandmother's scraps? You know there's lots 
to do! 

Tommy: But I don't think I should like it. I would much rather 
have a brownie to do it for me. 

Owl: And what would you do meanwhile? Be idle, I sup- 
pose, and what do you suppose is the use of a man's having children 
if they do nothing to help him? Ah! If they only knew how every 
one would love them if they made themselves useful ! 

Tommy (in a dismal voice) : But is it really and truly so? Are 
there no brownies but children? 

Owl : No, there are not. Listen to me, Tommy. The brownies 
are little people and can only do little things. When they are idle 
and mischievous, they are called braggarts, and are a curse to the 
house they live in. When they are useful and helpful they are 
brownies and are a blessing. 

Tommy: How nice! 

Owl : Very nice. But what must I say of the braggarts ? Those 
idle urchins who eat the bread and milk, and don't do the work, who 
untidy instead of tidying, cause work instead of doing it, and leave 
little cares to heap up on big cares, till the old people who support 
them are worn out altogether. 

Tommy: Don't! I won't be a braggart. I'll be a brownie. 

Ozd: That's right. (They both go out.) 

Scene; III 

Characters : 
Tommy Grandmother 

Jonnie Tailor 

(Tommy and Jonnie in bed.) 

Tommy (stretching himself) : That is certainly a very clever 
Owl. But how odd that it is morning and I am in bed ! Get up, 
Jonnie. I've a story to tell you. (Jonnie zvakes up, stretches, and 
they xvhisper together.) 



40 The Teacher's Guide Book 

Jonnie : Is all that true ? 

Tommy: I was there and it was all just as I tell you. I tell 
you what, if we mean to do anything, we must get up, though O ! 
dear ! I should like to stay in bed. 

Jonnie : I won't be a braggart. It's horrid. But I don't see how 
I can be a brownie, for I'm afraid we can't do the things. I wish 
I was bigger ! 

Tommy: I can do it well enough. (They both get out of bed.) 
Don't you suppose I can light a fire? Think of all the bonfires we 
have made ! And I don't think I should mind having a regular 
good tidy up. It's that stupid putting away things when you've done 
with them that I hate so! (He goes to fireplace and sets to ivork. 
Jonnie begins setting the room to rights.) 

Tommy: I am going to light the fire, and I say, Jonnie, when 
you've tidied just go and grab up a potato or two in the garden, and 
I'll put them to roast for breakfast. I'm lighting such a bonfire. 
(7 hey fly around putting everything in order. A step is heard out- 
side.) 

Jonnie : There's father ! 

Tommy: Remember, we mustn't be caught. Run back to bed. 
(They get into bed and pretend to be asleep, just as the tailor came in.) 

Tailor: How weary I am, since my wife's death, I come down to 
the same sad untidy room. (Starts and rubs his eyes.) What! a 
fire! (Goes to blase, and holds out his hands.) The floor swept, and 
the sunshine pouring in! (He goes to the door and calls.) Mother! 
Mother! The brownie has come! (Grandmother comes in.) 

Grandmother : I've often heard of the good people, but this is 
wonderful! To come and do the work for a pan of cold water! Who 
would have believed it? 

Tailor : I didn't see him, but I thought as I came in I heard 
laughing and rustling. (A knock at the door. Jonnie answers it 
and comes back with a note which he gives to the tailor.) 

Tailor: Farmer Brown wishes me to do some work for hirri. 
He will pay me good wages. And his good wife will add a cheese 
and a bottle-green coat. I'll tell you, mother, I should make a coat 
for the brownie. 

Grandmother: Oh, no! If you make a coat for the brownie he 
will go for good. 

Tailor: Not if it is a good fit. I'll tell you what I mean 
to do. I shall measure it by Tommy; they say the brownies are 
about his size. Well, I must be going. 



October 41 

Scene IV. 
Characters: Tommy 
Jonnie 
Tailor 

(Coat hanging over chair. Tommy and Jonnie setting things to 
right.) 

Tommy: I say, the Old Owl was right, and we must stick to it. 
But I'll tell you what I don't like, and that is father's thinking we 
are idle still. I wish he knew we were brownies. 

Jonnie : So do I. We will keep quiet for a bit for fear we 
should leave off, but when we have gone on a good while I shall tell 
him. 

Tommy (taking up the coat) : Oh! Father must have made this 
for the brownie. 

Jonnie: Isn't it splendid? 

Tommy : When we've tidied the room, I shall put it on. 

(A step is heard.) 

Jonnie: Quick, hide! Somebody is coming. (They get behind 
chairs, as the trailor conies in.) 

Tailor: It's the brownies, I am sure I heard voices. (He catches 
a glimpse of the coat and goes over to take hold of it.) What's that? 
(The boys dance around him.) 

Both Boys : It's the brownie. 

Tailor: Where is the brownie? 

Tommy : He's here ; we are the brownies. 

Tailor: Can't you stop that fooling ? This is past a joke. Where 
is the real brownie, I say? 

Jonnie : We are the brownies, father. Ask the Old Owl. It is 
true, really. 

Tailor: I suppose I am getting old, I can't understand. If you 
are the brownies who has been tidying the room lately? 

Both Boys: We have. 

Tailor: And who sorts your grandmother's scraps? 

Both Boys: We do. 

Tailor : And who sets the table, and puts everything in order ? 

Both Boys: We do. 

Tailor: But when do you do it? 

Tommy : Before you come down. 

Tailor: But I always have to call you. 

Jonnie : We get back into bed again. 

Tailor: But how was it you never did it before? 

Tommy : We were idle, we were idle. 

Tailor: But if you do the work, where is the brownie? 

Both Boys: Here! And we are very sorry we were braggarts so 
long. 



42 The Teacher's Guide Book 

ELIZABETH 
Grace D. McCarthy 

Characters: 
Elizabeth Haddon Hannah, the Maid. 

John Estaugh Joseph, Serving Man. 

Scene I 
Elisabeth : 

Ah ! how short are the days ! How soon the night overtakes us ! 
In the old country the twilight is longer ; but here in the forest 
Suddenly comes the dark, with hardly a pause in its coming, 
Hardly a moment between the two lights, the day and the lamp- 
light; 
Yet how grand is the winter ! How spotless the snow is and 
perfect ! 

Hannah : 

Beautiful winter ! Yea, the winter is beautiful, surely, 
If one could only walk like a fly with one's feet on the ceiling, 
But the Delaware river is not like the Thames, as we saw it 
Out of our upper windows in Rotherhithe street in the Borough, 
Crowded with masts and sails, of vessels coming and going; 
Here there is nothing but pines, with patches of snow on their 
branches. 

Elisabeth : 

There is snow in the air, and see, it is falling already ! 

All the roads will be blocked, and I pity Joseph to-morrow 

Breaking his way through the drifts, with his sled and oxen, and 

then too 
How in all the world shall we get to meeting on First Day? 

Elisabeth : 

Surely the Lord will provide ; for unto the snow he sayeth, 
"Be thou on the earth," the good Lord sayeth ; he it is 

Giveth snow like wool, like ashes scatters the hoar-frost. 
(As they talk, Hannah is setting the table and Elisabeth kmtting or 
sewing.) 

Lo ! Joseph is long on his errand. 

I have sent him with a hamper of food and of clothing 

For the poor of the village. A good lad and cheerful is Joseph. 

In the right place is his heart, and his hand is ready and willing. 
(Hannah smiles in an embarrassed way.) 

The house is far from the village; 

We should be lonely here, were it not for friends that in passing 

Sometimes tarry o'er night and make us glad by their coming. 



( )CT0BER 



Hannah 



Yea, they come and they tarry, as if thy house were a tavern; 
Open to all are its doors, and they come and go like pigeons, 
In and out of the holes of the pigeon-house over the haycroft, 
Cooing and smoothing their feathers and basking themselves in 
the sunshine. 

Elisabeth : 

All I have is the Lord's, not mine to give or with-hold it, 
I but distribute His gifts to the poor, and to those of His people 
Who in journeyings often surrender their lives to His service. 
His, not mine, are the gifts and only so far can I make them 
Mine, as, in giving I add my heart to whatever is given. 
Therefore, my excellent father first built this house in the clear- 
ing; 
Though he came not himself, I came ; for the Lord was my guid- 
ance, 
Leading me here for this service. We must not grudge them to 

others ; 
Even the cup of cold water, or crumbs that fall from our table. 
Dost thou remember, Hannah, the great May meeting in London, 
Waiting upon the Lord in patient and passive submission ? 
No one spoke till at length a young man, a stranger, John Estaugh, 
Moved by the spirit arose, as if he were John the Apostle 
Speaking such words of power that they bowed our hearts as 

a strong wind. 
Thoughts of him to-day have been oft borne inward upon me 
That once more I shall see a face T have never forgotten. 
(A sound of voices outside.) 

Hannah : 

It is Joseph come back, and I wonder what stranger is with him. 
(The door opens and two men enter.) 
Elisabeth (going forzvard and giving her hand) : 

Thou art welcome, John Estaugh. 

John Estaugh : 

Dost thou remember me still, Elizabeth? After so many years 
have passed, it seemeth a wonderful thing that I find thee, 
Surely the hand of the Lord conducted me here to thy threshold, 
For as I journeyed along, and pondered alone and in silence 
On His ways that are past finding out, I saw in the snow-mist, 
Seemingly weary with travel, a wayfarer, who by the wayside 
Paused and waited. Forthwith I remembered Queen Candace's 

eunuch. 
How on the way that goes down from Jerusalem unto Gaza 
Reading Esaias the Prophet, he journeyed and spoke unto Philip; 
Praying him to come up and sit in his chariot with him. 
So I greeted the man and he mounted the sledge beside me 
And as we talked on the way he told me of thee and thy home- 
stead, 



44 The; Teacher's Guide Book 

How, being led by the light of the spirit that never deceiveth, 
Full of zeal of the work of the Lord, thou hadst come to this 

country, 
And I remembered thy name, and thy father and mother in 

England, 
And on my journey had stopped to see thee, Elizabeth Haddon, 
Wishing to strengthen thy hand and the labor of love thou art 

doing. 

Elisabeth : 

Surely the hand of the Lord is in it ; His spirit hath led thee 
Out of the darkness and storm to the light and peace of my 
fireside. 

Scene II 

(Elisabeth, Hannah, Joseph, and John Estaugh walking together to 
meeting.) 

John Estaugh : 

Ships that pass in the night, and speak each other in passing, 
Only a signal shown and a distant voice in the darkness : 
So on the ocean of life we pass and speak one another, 
Only a look and a voice, then darkness again and a silence. 

Elisabeth : 

Tarry awhile behind, for I have something to tell thee, 
Not to be spoken lightly, nor in the presence of others, 
Them it concerneth not, only thee and me it concerneth. 
(They fall a little behind the others.) 

I will no longer concel what is laid upon me to tell thee, 
I have received from the Lord, a charge to love thee, John 
Estaugh. 

John Estaugh : 

Pleasant to me are they converse, thy ways, thy meekness of 
spirit ; 

Pleasant thy frankness of speech, they soul's immaculate white- 
ness, * 

Love without dissimulation, a holy and inward adorning. 

When the Lord's work is done and the toil and the labor com- 
pleted, 

Then John Estaugh comes back o'er the sea for the gift that is 
offered. 

Better than houses and land, the gift of a woman's affection. 
(Hannah and Joseph draw nearer.) 

Hannah : 

Nay — nay ! friend, 
But thee may make believe, and see what will come of it, Joseph. 



October 



45 



COURTESY AND 
KINDNESS 



"Politeness is to do and say 
The kindest thing in the kindest way." 

"He prayeth best who loveth best 
All creatures both great and small, 
For the dear God who loveth us 
He made and loveth all." — Coleridge. 

"Manners often make fortunes." 

"There is nothing so kingly as kindness, and nothing so royal as 
truth." — Alice Gary. 

SUGGESTED STORIES 

The Sun and the Wind. 

Sir Walter Raleigh and Queen Elizabeth. 

Baldwin's Fifty Famous Stories Retold. 



COURTESY 

Courtesy is a noble word, it comes from court — the place where 
kings and queens, knights and ladies live. The manners of the court 
it means, the way that real kings and queens and princesses act. Of 
course, there are a few false kings and queens, knights that are not 
brave and ladies who are not gentle, but the world is very full of real 
knights and ladies, too. 

They are not all grown-up folks. No, indeed ! They do not all 
wear fine clothes or live in splendid houses, but they are all alike in 
this: 

They speak softly. 

They do not quarrel or fight. 

They obey promptly and they do not tease. 

If they are boys they play gently with their sisters. 

If they are girls they never tell tales. 



46 The Teacher's Guide Book 

They all say, "If you please" and ''Excuse me." They play fair 
and divide sweets. 

In short, they have the manners of the court and wherever they 
are found everybody knows they really belong to the king's family. 

SIR PHILIP SIDNEY 

A cruel battle was being fought. The ground was covered with 
dead and dying men. The air was hot and stifling. The sun shone 
down without pity on the wounded soldiers lying in the blood and 
dust. 

One of these soldiers was a nobleman, whom everybody loved for 
his gentleness and kindness. Yet now he was no better off than the 
poorest man in the field. He had been wounded, and would die ; 
and he was suffering much with pain and thirst. 

When the battle was over, his friends hurried to his aid. A sol- 
dier came running with a cup in his hand. 

"Here, Sir Philip," he said. "I have brought you some clear, 
cold water from the brook. I will raise your head so that you can 
drink." 

The cup was placed to Sir Philip's lips. How thankfully he 
looked at the man who had brought it ! Then his eyes met those 
of a dying soldier who was lying on the ground close by. The wistful 
look in the poor man's face spoke plainer than words. 

"Give the water to that man," said Sir Philip quickly; and then, 
pushing the cup toward him, he said : "Here, my comrade, take 
this. Thy need is greater than mine." 

What a brave, noble man he was ! The name of Sir Philip Sid- 
ney will never be forgotten ; for it was the name of a Christian gen- 
tleman who always had the good of others in his mind. Was it any 
wonder that everybody wept when it was heard that he was dead ? 

It is said that on the day when he was carried to the grave 
every eye in the land was filled with tears. Rich and poor, high and 
low, all felt that they had lost a friend ; all mourned the death of 
the kindest, gentlest man that they had ever known. 

— Baldzvin's Fifty Famous Stories Retold. 

THE UNGRATEFUL SOLDIER 

Not quite a hundred years after the time of Sir Philip Sidney 
there was a war between the Swedes and the Danes. One day a great 
battle was fought, and the Swedes were beaten and driven from the 
field. A soldier of the Danes who had been slightly wounded was 
sitting on the ground. He was about to take a drink from a flask. 
All at once he heard some one say : 



October 47 

"O sir! Give me a drink, for I am dying." 

It was a wounded Swede who spoke. He was lying on the ground 
only a little way off. The Dane went to him at once. He knelt down 
by the side of his fallen foe, and pressed the flask to his lips. 

"Drink," said he, "for thy need is greater than mine." 

Hardly had he spoken these words when the Swede raised on 
his elbow. He pulled a pistol from his pocket and shot at the man 
who would have befriended him. The bullet grazed the Dane's shoul- 
der but did not do him much harm. 

"Ah, you rascal! 1 " he cried. "I was going to befriend you, and 
you repay me by trying to kill me. Now I will punish you. I would 
have given you all the water, but now you shall have only half." 
And with that he drank the half of it, and then gave the rest to the 
Swede. 

When the king of the Danes heard about this. he sent for the 
soldier and had him tell the story just as it was. 

"Why did you spare the life of the Swede after he had tried to 
kill you?" asked the king. 

"Because, sir," said the soldier, "I could never kill a wounded 
enemy." 

"Then you deserve to be a nobleman," said the king. And he 
rewarded him by making him a knight, and giving him a noble title. 

— Baldwin's Fifty Famous Stories Retold. 
(American Book Company.) 

WALTER RALEIGH MEETS QUEEN ELIZABETH 

"Nay, I told you as much before,'" said Blount; "do, I pray you, 
my dear Walter, let us take boat and return." 

"Not till I see the queen come forth," returned the youth com- 
posedly. 

"Thou art mad, stark mad !'"' answered Blount. 

"And thou," said Walter, "art turned coward of the sudden. 
Thou wouldst blink and go back to shun the frown of a fair lady!" 

At this moment the gates opened and ushers began to issue forth 
in array, preceded and flanked by the band of gentlemen pensioners. 
After this, amid a crowd of lords and ladies, yet so disposed around 
her that she could see and be seen on all sides, came Elizabeth her- 
self, then in the prime of womanhood and in the full glow of what 
in a sovereign was called beauty. She leaned on the arm of Lord 
Hunsdon. 

The young cavalier had probably never yet approached so near 
the person of his sovereign, and he pressed forward as far as the line 



48 The; Teacher's Guide; Book 

of warders permitted, in order to avail himself of the present oppor- 
tunity. 

The night had been rainy, and just where the young gentleman 
stood, a small quantity of mud interrupted the queen's passage. As 
she hesitated to pass on, the gallant, throwing his cloak from his shoul- 
ders, laid it on the miry spot SO' as to insure her stepping over it 
dry-shod. 

Elizabeth looked at the young man, who accompanied this act 
of devoted courtesy with a profound reverence and a blush that 
overspread his whole countenance. 

The queen was confused and blushed in her turn, nodded her 
head, hastily passed on, and embarked in her barge without saying 
a word. 

"Come along, Sir Coxcomb," said Blount; "your gay cloak will 
need the brush to-day, I wot." 

"This cloak," said the youth, taking it up and folding it, "shall 
never be brushed while in my possession." 

"And that will not be long if you learn not a little, more econ- 
omy." 

Their discourse was here interrupted by one of the band of pen- 
sioners. 

"I was sent," said he, after looking at them attentively, "to a 
gentleman who hath no cloak, or a muddy one. You, sir, I think," 
addressing the young cavalier, "are the man; you will please to fol- 
low me." 

"He is in attendance on me," said Blount, "on me, the noble 
Earl of Sussex's master of horse." 

"I have nothing to say to that," answered the messenger; "my 
orders are directly from Her Majesty and concern this gentleman 
only." 

The young cavalier was in the meanwhile guided to the water side 
by the pensioner, who showed him considerable respect. He ushered 
him into one of the wherries which lay ready to attend the queen's 
barge, which was already proceeding up the river. 

The youth underwent the gaze of Her Majesty not the less grace- 
fully that his self-possession was mingled with embarrassment. The 
muddied cloak still hung upon his arm and formed the natural topic 
with which the queen introduced the conversation. 

"You have this day spoiled a gay mantle in our service, young 
man. We thank you for your service, though the manner of offering 
it was unusual and somewhat bold." 

"In a sovereign's need," answered the youth, "it is each liege- 
man's duty to be bold." 



October 49 

"Indeed, that was well said, my lord," said the queen, turning to 
a grave person who sat by her and answered with a grave inclination 
of the head. 

"Well, young man, your gallantry shall not go unrewarded. Go 
to the wardrobe keeper and he shall have orders to supply the suit 
which you have cast away in our service. Thou shalt have a suit, 
and that of the newest cut, I promise thee, on the word of a prin- 
cess." 

"Who art thou ?" 

"Raleigh is my name, most gracious queen, the youngest son of 
a large but honorable family of Devonshire." 

"Raleigh?" said Elizabeth, after a moment's recollection; "have 
we not heard of your service in Ireland?" 

"I have been so fortunate as to do some service there, madam," 
replied Raleigh ; "scarce, however, of consequence sufficient to reach 
Your Grace's ears." 

"They hear farther than you think of," said the queen graciously, 
"and have heard of a youth who defended a ford in Shannon against 
a whole band of rebels until the stream ran purple with their blood 
and his own." 

"Some blood I may have lost," said the youth, looking down; 
"but it was where my best is due, and that is in Your Majesty's ser- 
vice." 

The queen paused and then said hastily : "You are very young 
to have fought so well and to speak so well. So hark ye, Master 
Raleigh, see thou fail not to wear thy muddy cloak till our pleasure 
be further known. And here," she added, giving him a jewel of 
gold in the form of a chessman, "I give thee this to wear at the 
collar." 

— Abridged from Kenikvorth by Scott. 



Memorandum 



Mkmorandum 



50 



The Teacher's Guide Book 




And the brown nuts fall 
At the wind's loud call, , 

For this is the fall of the year. 
I do softly pray at the close of the day 
That the little children so dear 
May as purely grow 
As the fleecy snow 
That follows the fall of the year. 



— Selected. 



November 



51 



DRAWING 



DRAWING SUGGESTIONS 

November 

'Lower Grades 

1. Select a large simple vegetable such as squash, onion, beet. 
Study shape and draw in mass, using crayola. Leave a bit of paper 
white, for high light. 

2. Paper cutting of birds. Mount on blue paper in flocks, to 
show migration of birds. 

3. Show colored pictures of birds. Draw with crayola or paint. 

4. Tell story of Peregrine White. Cut from brown paper a 
cradle. 

5. Make invitations for Thanksgiving exercises. Make turkey 
for outside design. 



Higher Grades 

1. Practice separately the following for a Thanksgiving picture: 
House, fence, trees, stump, man with gun on shoulder ready for 
hunting, turkey, rabbit, road, and mail box. This may take several 
lessons. 

2. Arrange objects practiced in last lesson in picture. Attention 
paid to good spacing. Let each child arrange his own picture. 

3. Thanksgiving booklet may be made, using fruits as a design. 

4. On squared paper make unit designs. 

5. Lesson on colors. Discuss tints and shades. Make color 
scale. Use color chart if possible or get color books advertising cer- 
tain paints. 



52 



The: Teacher's Guide Book 



Paper cutting of turkey 
from black paper. You may 
mount on cover of booklet. 




Paper cutting of swans, some large and some small. Mount 
on blue paper. Paste swans standing vertically from paper so 
as to appear as swimming on blue lake. 



November 



53 




Paper cuttings may sometimes be made from well known pic- 
tures, as Pilgrim Exiles, by Boughton. 



54 



The Teacher's Guide Book 




Paper cutting of Holland mill 



THE PILGRIMS 

Laura Rountree Smith 

Over the sea, in England ; 

Some people, brave, and true, 

Left home and country, that they might 

Serve God, as they should do. 

In Holland first, they found a home, 
But soon they left that shore ; 
Their children all were growing Dutch, 
They'd English be no more. 

So to a country new and strange, 
Where they could English be ; 
This little band of pilgrims 
Set sail, across the sea. 



November 



55 



THANKSGIVING 
PROGRAM 



Harriette McCarthy 
Song — School — November's Day. (Tune, Yankee Doodle.) 

November's day is dark and drear, 
But joy our hearts is filling, 
This month the best of all the year 
Brings us the day, Thanksgiving. 
Chorus : 

Father, mother, sister Sue, 
Aunts and uncles coming 
Oh, good gracious, what a crowd ! 
'Twill set the house a-humming. 

The table's spread with turkey brown 
And pumpkin pies so yellow, 
We're going to have a pudding, too, 
And apples ripe and mellow. 

We'll play at Spy and Spin the Plate. 
We'll dance and sing and chatter. 
'Till Grandma shakes her head and says, 
"Good gracious ! What's the matter ?"' 
Chorus : 

Recitation — Large Boy — The Landing of the Pilgrim Fathers — Felicia 
Hemans. 

The breaking waves dashed high 
On the stern and rock-bound coast, 
And the woods against a stormy sky, 
Their giant branches tossed ; 

And the heavy night hung dark 

The hills and waters o'er, 

When a band of exiles moored their bark 

On the wild New England shore. 

Not as the conqueror comes, 

They, the true-hearted, came ; 

Not with the roll of the stirring drums, 

And the trumpet that sings of fame; 



56 The Teacher's Guide Book 

Amidst the storm they sang, 

And the stars heard, and the sea ; 

And the sounding aisles of the dim woods rang 

To the anthem of the free ! 

The ocean eagle soared 
From his nest by the white wave's foam, 
And the rocking pines of the forest roared ; 
This was their welcome home ! 

What sought they thus afar? 
Bright jewels of the mine? 
The wealth of seas, the spoils of war? 
They sought a faith's pure shrine ! 

Aye, call it holy ground, 

The soil where first they trod ! 

They have left unstained what there they found — 

Freedom to worship God ! 

Exercise — Small Boys (each boy carries the fruit or vegetable which 
he represents). 

Apple : No fancy foreign fruit am I 

But I can make good apple pie ; 
The golden orange brightly glitters 
But I can make good apple fritters ; 
This useful gift pray do not spurn, 
Nor from the faithful apple turn. 



Cabbage : 



Cherry 



Potato 



Carrot 



Orange : 



I'm only a common cabbage; 
But day by day as I grew, 
It can truly be said 
One thought filled my head, 
That I would be useful to you. 

Since Washington in early youth 
A reputation gained for truth, 
The cherry's been the sign and token 
Of truth that always should be spoken. 

Though I grow in the ground, 

I am not so blind, 

With eyes I can see before and behind. 

I am a carrot yellow, 
With green feathers for a cap : 
A far more useful fellow, 
Than some better looking chap. 

I'm yellow like the carrot, 
But rather fat, you see. 
I grew upon a hillside slope, 
In far off Italy. 



All: 



November 57 

And though I am a stranger, 
I know you're going to find 
The orange is a joy to all 
The races of mankind. 

And so we stand before you now, 
The gifts so freely given, 
To make you thankful for the good 
Sent down to us from heaven. 
The gifts of gracious sun and rain, 
The smiles of Mother Earth, 
Upon her children as they toil, 
To fill their hearts with mirth. 

Story — Told by Large Girl — The First Thanksgiving. 

Recitation — Small Girl — Autumn Fires — Robert Louis Stevenson. 

Song— School — The Pilgrims (Tune, My Bonnie Lies Over the Ocean). 

From sunny France and England, 
Our early settlers came. 
Highest hopes they bore with them, 
Of wealth and land and fame. 

Chorus: Settlers, settlers, 

Over the sea they came, 

Settlers, settlers, 

Seeking both land and fame. 

But one small band among them, 
The Pilgrims was its name, 
They sought not gold, but freedom. 
They came for faith, not fame. 

Chorus: Pilgrims, Pilgrims, 

Over the sea they came. 
Pilgrims, Pilgrims, 
Seeking not gold nor fame. 

The winter was cruel and cold, 
The pestilence walked by night, 
The harvest was long in coming, 
They labored with all their might. 

Chorus : Pilgrims, Pilgrims, etc. 

But when the harvest was ended, 
They garnered their scanty store ; 
A day of Thanksgiving they started, 
'Twill last for evermore. 

Chorus: Heroes, heroes, 

Over the sea they came. 

Heroes, heroes, 

Seeking not gold nor fame. 



58 The Teacher's Guide Book 

An Acrostic — Thanksgiving — Twelve Small Boys. 

T "T" is for Thursday, the day so dear. 
It brings us Thanksgiving every year. 

H "H" is for happiness filling our hearts. 

It spices the turkey and sweetens the tarts. 

A "A" is for apple that hangs so high. 
I like it better baked in a pie. 

N "N" is for napkin tucked under the chin, 
It must be adjusted before we begin. 

K "K" is for kin folk all gathered here, 
Making this day the best of the year. 

S "S" is for sugar and sweet tooth, too, 

Are chocolate or lemon drops nicer to you? 

G "G" is for gingerbread crispy and brown, 
This is the best baked in the town. 

I "I" is for invitation sent by Aunt May, 
Asking the family to dine here to-day. 

V "V" is for viands and the good cheer, 

Of this happy feast which we hold dear. 

I "I" is for ice cream, white or pink. 
Best of the dinner, so I think. 

N "N" is for the nuts shiny and brown, 

From the top of the tree tumbling down. 

G "G" is gladness filling our hearts, 

Now that we all have said our parts. 

Sow*?— School — America. 

(A large flag may be rolled and attached to the ceiling so that the 
end can be released and drop to floor during singing of last verse.) 



NOVKMP.I'IR 



59 




DRAMATIZATION 



QJefUE 



THE BEST OF THANKS IS SHARING 
A Thanksgiving Play 
Grace D. McCarthy 



Second Indian 
Third Indian 
Fourth Indian 
Fifth Indian 



m 



Characters : 

Mother 

Girl. 

Boy 

Hunter 

First Indian 

The stage should be set to represent the living room of a set- 
tler's cabin. In the second scene the bed should be removed and a table 
occupy the center of the stage. 

Costumes: The mother should wear a dark dress very simple 
in design, a white cap and apron. The children should be plainly but 
neatly dressed. The hunter should wear a fur overcoat and cap and, 
carry a gun. The Indians should wear Indian suits. 



Scene I 

Early morning. Mother and Girl seated at windozv talking. Boy 
in bed. 

Girl: What are you thinking of, mother? 

Mother: Of Thanksgiving day in New England. 

Girl: With all the family and relatives eating a great feast to- 
gether? It must be splendid. I wish — 

Mother: How could we with no family, no neighbors, no feast? 

(Boy in bed azvakes.) 

Boy : Are you awake, mother ? 

Mother: Yes, my son. What is it? 

Boy : A dream ! Such a beautiful dream ! 

Mother: Tell it to me. 



60 The Teacher's Guide Book 

503; (sitting up in- bed) : I dreamed I was all alone in the deep 
wood, the snow was soft underfoot and the dark pines swayed over- 
head. 

Mother (taking his hand) : Were you not afraid? 

Boy : No ! No ! Not at all. A soft white rabbit with pink nose 
hopped close beside me, ran on ahead, or snuggled by my side when I 
sat down to rest. 

Mother: And where were you going, my son? 

Boy: To the Land of Thanksgiving. 

Mother : Dear one, his head is full of the day. 

Boy : It was not like a real journey, but as though we were 
standing still and all the silent beautiful world was rushing by. The 
rabbit crept close to me and said, "What is the Land of Thanksgiv- 
ing" "A land of tables full of turkey and cranberry sauce, pies, 
cakes, nuts, and oranges. These good things fill the tables all the year," 
I said. 

Mother: I fear you think too much of eating. Did you reach 
the Land of Thanksgiving? 

Boy : Listen, it came to me. At first I dared not ask the way, 
but the whole world looked so kindly, I called to the tall pine over- 
head, "I want to go to the Land of Thanksgiving." Softly they laughed 
and shook their green heads, rustling through all the woods, "Show him 
the Land of Thanksgiving." And then all the trees of the woods 
showered me with gifts. The pines gave me cones, the firs balsam, 
squirrels crept shyly up with nuts, the snowbirds with red berries, 
and the little fish that swam berteath the icy cover of the stream brought 
white shining pebbles from the stream and laid them at our feet. 
Then the wind called softly but quite clear, "The whole world is 
the Land of Thanksgiving. The woodfolk keep it every day. The 
only thanks is sharing, the sharing of one's best," and then it grew 
dark, they all faded away and you were sitting by the window. 

(Boy gets up and begins slipping on his clothes.) 

Girl: Let's have a real Thanksgiving. 

Mother : We have no feast, no guests. 

Boy : There is the hunter who lives beyond the hill. He passes 
here to get water at the spring and sometimes the Indian children 
come to the pine grove to gather boughs. 

Mother: The hunter and the Indian children, but the feast? 

Girl: We have potatoes and a sack of yellow meal. 

Mother: Yes, plenty of both, but they make a poor feast. 

Boy: But you forget, "the truest thanks is sharing." Please, 
mother, I hear the barking of the hunter's dog; say we may. 

T. G.- 



November 01 

Mother : Yes. 

(Boy ritsJics out.) 

Mother: What shall we have to eat? 

Girl: We'll deck the table with reel winter berries. We'll roast 
the potatoes till they burst white and mealy from their brown jack- 
ets, and with a big cake made from the yellow meal. 

(Boy and hunter come in.) 

Boy : Hurrah ! He says he'll come. 

Hunter: And thank you kindly, ma'am. Thanksgiving Day is 
lonesome spent alone. 

Mother: We have no feast to offer. We only wish to offer 
thanks by sharing a very humble meal. 

Hunter: And let me thank by sharing, too. 

(He goes to the door and brings in a fine wild turkey) : I shot 
it as I came through the woods. 

Mother : What a splendid bird. You have not shared but made 
our feast. 

Girl: Hurrah! How well he'll look when roasted. (Holds up 
the bird. Hunter and Mother talk together at one side.) 

Boy (looking out of ivindoiv) : See, there are the Indian chil- 
dren gathering pine boughs. Let's ask them to come in and share our 
feast. 

Girl: They'll only nod and grunt. They don't know about our 
Thanksgiving. 

Boy : Not ours, perhaps, but the Thanksgiving of the great woods. 
The thanks of sharing, they know that, I'm sure; they'll know just 
as the birds and squirrels did. 

Girl: They are gathering armfuls of -pine boughs. 

Boy (running to door and throzving it open): Halloo! Halloo! 
(He beckons them to come in. Five little Indians silently come in, 
standing close to the door.) 

Boy : You are to feast with us to-day. It is Thanksgiving. 

Girl: They don't know what you mean. 

Boy: Oh, yes, they do! (The Indians are quietly examining 
everything in the room.) See! See! (He goes to table, seats him- 
self, and makes gestures of eating and drinking, then points to the 
little Indians, who are silently zvatching him. They nod and make ges- 
tures to imitate eating.) 

Hunter : Madam, may I be so bold as to add another guest ? 

Mother: Another guest? 

Hunter: My dog Rover. 

Mother (laughing) : Certainly. Let Rover come by all means. 

Hunter: Thank you. At twelve then. Shall I explain to the 



62 The Teacher's Guide Book 

other guests? (He makes gestures to the Indians, zvho smile and 
nod. Bach one leaving a pine bough as they file out.) • 
(Curtain.) 

Scene II. 

Table spread with cloth, plates, knives, and forks. Girl and boy 
moiling about getting things ready. 

Girl: I don't believe they'll come. They did not understand. 

Boy: Oh, yes, they did. Did they not leave the pine boughs? 
How sweet they smell ! That is the grateful balsam. 

Girl: Here they come, the hunter, too, and there is Rover. 
(Both children rush to door. Indians, hunter, and, if practicable. 
Rover come in.) 

Both Children : Come in ! Come in ! 

Hunter: A happy Thanksgiving to you. I met these guests by 
the way. (The little Indians smile.) I spoke to them in their tongue; 
they know little English, and they told me to tell you that the Indian 
feast means gifts. 

First Indian: I am Ahmeek, the Beaver; I bring wild rice from 
the river. 

Boy : They did understand. The deep woods taught them. 

Second Indian : My mother called me Segwum, the Spring. I 
bring sweet sassafras root. 

Third and Fourth Indians : We are Kenew, the War-Eagle, Kawa- 
sind, the Strong Man. We shall be great hunters. To-day we robbed 
a beetree and we bear honey. 

Fifth Indian : I am Osseo, Son of the Evening Star, no war- 
rior. I bear nuts. 

(As each Indian speaks he goes forward and offers his gift to 
the children.) 

Mother (coming in with cake zvhich she puts on table) : Our 
guests are come. Good day. Good day. And more sharing, what 
a royal feast we shall have ! 

Girl: Is the turkey ready? 

Mother: Not quite. (Mother goes out.) 

Boy : Let's make a feast for all our friends. 

Girl: What friends? 

Boy : Our friends of the deep woods. The rabbit, the squirrel, 
the snow birds and the little fish with silver sides. 

Indians (to Hunter) : What does the white boy say? 

Hunter: He wishes to make a feast for the children of the 
deep woods. 



November G3 

Indians : Good ! Good ! 

Boy: They know; they understand. 

Girl: I'd rather make a feast for Rover and Dobbin in the 
barn. 

Boy : All shall feast. The hunter shall take Dobbin's feast, an 
extra armful of yellow corn; and you (fuming to girl) may pre- 
pare the feast for Rover. 

Girl: That's easy. It shall be a feast of promise, promise of tur- 
key bones. 

Boy: Now for the deep wood folks. (To First Indian): You 
Ahmeek, the Beaver, shall take a little rice and meal for Wabasso 
the white rabbit. (To Second Indian): Segwun, the Spring, bitter- 
sweet berries for the snow birds. (To Third and Fourth Indians) : 
This bit of cake which shall tell the silver fish that they feast with 
us, Kenew and Kawasind shall carry. (To Fifth Indian) : You, 
Osseo, Son of the Evening Star, will share our nuts with the squirrel. 
(The girl and boy move about getting the things and giving them 
to the Indians) : I'll carry this gourd of water that all may drink. 

Indians: Good! Good! (They make signs to hunter as the chil- 
dren are getting things ready.) 

Hunter: They say 'tis best to dance before the feast. They wish 
to dance the wind dance. 

Boy and Girl : Oh, yes ! Tell them to dance. 

(Music and the steps for a simple Indian dance can be found 
in almost any book of Folk Dances. The dance may, of course, be 
entirely omitted. ) 

Boy and Girl (applaud) : Splendid! 

Girl : Now hurry with the out-door feast, for I smell turkey. 

(Bach takes his gift and hurries out.) 

(Mother comes in.) 

Mother: Where have they gone? I heard laughter and danc- 
ing. Have the wood spirits lured them away. (Glances out of win- 
dow.) Oh! They play out of doors. (Bustles around getting the table 
ready. Hunter, Indians, and children hasten in.) 

Hunter: Good day, Madam. 

Mother: A happy Thanksgiving to you all. 

Girl : What a splendid turkey ! 

Mother: What were you doing out of doors? 

Boy : We bore gifts to the wood folks. Now they are feasting. 

Mother: Then let us feast together. 

(They group themselves around table.) 

(Curtain.) 



(U 



The Teacher's Guide Book 



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GRATITUDE 



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GRATITUDE 



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Who gave you your breakfast this morning? Yes. But who 
bought the food? Not only did your father buy the food and your 
mother cook it, but hundreds of men and women, in all parts of the 
world, worked hard to prepare your breakfast for you. Somebody 
raised the wheat, somebody ground the wheat to flour that you might 
have bread ; and some shepherd watched and tended the sheep while 
the animal gave up life itself that you might have a mutton chop. 
Not only your food but the clothes you wear and the house you live 
in cost many people much labor. 

QUESTIONS 

What things do we have to be grateful for? 

What do you do when you are grateful to father? 

Why do we say "Thank you ?" 

Are animals thankful? 

How do they show it? 

Tell me some ways in which children may show gratitude. 



ANDROCLUS AND THE LION 

Many years ago a slave named Androclus lived in Rome. He 
had a very cruel master who punished his slaves severely for the 
most trivial faults. 

One day Androclus broke a valuable vase. He knew that his 
master prized the vase. Frightened at the thought of his master's 
anger, he ran away, and lived for some time in a cave in the forest. 

This forest was filled with wild beasts and Androclus was glad 
to hide in his cave when he heard their loud roaring. One day, when 
he was gathering berries a large lion broke through the underbrush. 
Androclus was badly frightened but as the lion made no effort to pur- 
sue him, he stopped to look and saw that the lion was suffering great 
pain. One paw was held helplessly in the air. Pity for the lion who 
was suffering so greatly made Androclus overcome his fear. He went 



November 65 

close to the lion, examined his paw, and with difficulty drew out a 
large thorn. The lion seemed to thank him with hoarse purring. 

A short time afterwards, Androclus was surprised by a band of 
soldiers and taken back to Rome. His cruel master ordered him to 
be thrown to the lions. Trying to be brave, the poor slave was led 
into the arena. The keepers opened a grating and drove a large hungry 
lion out. But, to everybody's astonishment, instead of springing at An- 
droclus and tearing him to pieces, the lion made no attempt to harm the 
man. Instead he crouched at his feet and Androclus with grateful sur- 
prise recognized his friend of the wounded paw. The people were 
very much pleased. "Let them both live;" they all cried. "Let them 
both go free !" The emperor said that Androclus should go free 
and that he should have the lion which had twice spared his life. So 
they lived in Rome for many years, and the man and the lion were 
often seen walking along the streets together. 

HANNAH AND SAMUEL 

There was once a woman named Hannah. She had a good kind 
husband but no children, and she very much wanted a son. So she 
prayed to God, saying, "If ever I have a little baby, I will let him 
serve in the holy temple even while he is a child." 

Before very long a little boy was born to her. When he was 
old enough she carried him to Eli, the priest of the temple. And 
she said, "O, my Lord, as my soul liveth, I am the woman that stood 
by thee here praying unto the Lord. For this child I prayed. And 
the Lord hath given me my petition which I asked of him. There- 
fore also I have lent my child to the Lord, as long as he liveth he 
shall be lent to the Lord." (I Samuel, chap I, verse 26.) "And the 
child Samuel did minister unto the Lord before EH the priest, being 
a child wearing a robe of gold, blue, scarlet, and fine linen. Moreover, 
his mother made him a little coat and brought it to him from year to 
year when she came up with her husband to worship in the temple." 
(Chap. II, verses 18-19.) 

SUGGESTED STORY 
The Lion and the Mouse. — Aesop. 

"All good gifts around us 
Are sent from heaven above. 
Then let us thank the Father 
With gratitude and love." 



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66 



The Teacher's Guide Book 




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DRAWING SUGGESTIONS 

December 

Lower Grades 

1. Freehand cutting of Santa Claus, camels, bells, with which to 
decorate' room. 

2. Make a string of beads. Mould beads from clay. Pierce 
through center with darning needle and wait two or three days to 
dry. When dry, paint a solid color or combination of colors. String 
on heavy thread and children take home. The teacher suggesting that 
the beads be given to some little girl, to make her happy on Christmas 
morning. 

3. Draw crayola Christmas trees with red candles on trees. 

4. Freehand cutting of jointed camels. Join with paper fasten- 
ers. 

5. Make picture for mother. Make circle of heavy white paper 
five inches in diameter. Mount in center picture of Madonna cut cir- 
cular in form. Around picture draw and paint holly wreath. Punch 
hole at top putting hanger of red ribbon. 

6. Make shaving pad as present for father. Use oblong of green 
paper for outside cover. Decorate cover with poinsetta cut freehand 
from red paper. Attach cover to oblongs of tissue paper at top with 
paper fasteners. Punch and put in hanger of red ribbon or yarn. 



Higher Grades 

1. Draw holly wreaths, using red berries. Calendars may be 
made, telephone lists, Christmas cards and booklets. 

2. Design a magazine cover. If possible, get a copy of some 
good magazine to place in magazine cover. 

3. Make a stencil design. Design may be cut from folded paper 
and the same unit used in regular order to make wall paper, with 
border, linoleum, carpet, calico, etc. 

4. Have lesson on framing, using passe partout. Let each child 



68 



The; Teacher's Guide Book 



select from its own pictures one of the best painted during the year, 
frame, and take home to be used as a Christmas present. 

5. Draw in pencil some objects, or objects which have handles. 
Great care should be taken as to size, curve, shape, etc., of handles. 




Freehand paper cutting from black paper 



December 



69 




The Wise Man from the East 



70 



The Teacher's Guide Book 




Make calendar to be used as Christmas present. Pupils are 
given circle, on both sides of which they draw holly leaves and berries. 
A bow of ribbon may be drawn at bottom. Paint in holly colors with 
small brush. Paste calendar below. 



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Designs for Christmas Cards 



72 



The Teacher's Guide Book 



STORIES AND 
RECITATIONS 



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2. 
Stories. 
3. 
4. 
5. 



DECEMBER STORIES 

The Christmas Story. Bible. 

Elong, a Story of the First Christmas. Half a Hundred 



December, 1914, 



Dorothy's Christmas Eve. Half a Hundred Stories. 
Benjy in Beastland. Wheeler's Third Reader. 
Tilly's Christmas. Wheeler's Third Reader, or Aunt Jo's 
Scrap Bag. — Alcott. 

6. How the Baby Camel Walked to Jesus. 
Ladies' Home Journal. 

7. Why the Chimes Rang. — Raymond M. Alden. 

8. The Three Wise Men. Ben Hur. — Lew Wallace. 

9. The Christ Child.— Proudfoot Bros. 

i 

CHRISTMAS 

Before the paling of the stars, 
Before the winter morn, 
Before the earliest cock-crow, 
Jesus Christ was born. 
Born in a stable, 
Cradled in a manger; 
In the world his hands had made 
Born a stranger. 

Priest and king lay fast asleep 
In Jerusalem ; 

Young and old lay fast asleep 
In crowded Bethlehem ; 
Saint and angel, ox and ass, 
Kept their watch together, 
Before the Christmas day-break, 
In the winter weather. 



December 73 



Jesus on his mother's breast 

In the stable cold, 

Spotless Lamb of God was he 

Shepherd of the fold; 

Let us kneel with Mary maid, 

With Joseph, bent and hoary, 

With saints and angels, ox, and ass. 

To hail the King of Glory. 



-Christina Rosetti. 



A CHRISTMAS CAROL 

"What means this glory 'round our feet?" 
The Magi mused "more bright than morn ?" 
And voices chanted clear and sweet, 

"To-day the Prince of Peace is born." 

"What means that star" the shepherd said, 
"That brightens through the rocky glen?" 
And angels answering overhead, 
Sang "Peace on earth, good will to men." 

'Tis nineteen hundred years or more 
Since those sweet oracles were dumb ; 
We wait for Him like those of yore; 
Alas ! He seems so slow to come. 

But it was said in words of gold 
No time of sorrow e'er shall dim, 
That little children might be bold 
In perfect trust to come to Him. 

All around our feet shall shine 

A light like that the wise men saw, 

If we our loving wills incline 

To that sweet life which is the law. 

So shall we learn to understand 
The simple faith of shepherds then 
And clasping kindly, hand in hand, 
Sing "Peace on earth, good will to men !" 

— James Russell Lowell. 



71 The Teacher's Guide Book 

TWO SPRUCE TREES 

Upon a mountain, side by side, 

Two friendly spruces stood, 

And one was tall and filled with pride — 

The monarch of the wood. 

The other was a lowly tree, 
Not more than six feet high, 
And other spruces laughed to see 
It struggle toward the sky. 

The monarch from his dizzy height 
Would shout, "Why don't you grow?"' 
At last a tempest came one night 
And laid that monarch low. 

While by an by a woodman came, 
Who whistled merrily, 
And gave the little spruce a name, 
And called it "Christmas Tree." 

And bore it to a house of light, 
Where, gaudily arrayed, 
The spruce became a royal sight 
By children's eyes surveyed. 

And Christmas joy it brought to all 
And as the hours went by 
'Twas glad for having grown so small, 
And was content to die. — Nezv York Herald. 

CHRISTMAS CAROL 

When Christ was born in Bethlehem 

'Twas night, but seemed the noon of day; 
The stars, whose light 
Was pure and bright 

Shone with unwavering ray ; 

But one — one glorious star 

Guided the Eastern Magi from afar. 

Then peace was spread throughout the land, 
The lion fed beside the tender lamb ; 

And with the kid 

To pasture led 

The spotted leopard fed; 
In peace the calf and bear, 
The wolf and lamb, reposed together there. 

As shepherds watched their flocks at night, 
An angel, brighter than the sun's own light, 
Appeared in air, 
And gently said, 
"Fear not ; be not afraid — 
For lo ! beneath your eyes 

Earth has become a smiling Paradise !" 



December 75 

CELEBRATING CHRISTMAS 

School rooms are not ideal places in which to celebrate Christ- 
mas, and yet my boys and girls, and they are no babies, but from 
twelve to fourteen years old, helped me with the deepest delight and 
enthusiasm as we decorated our walls with green, put up our holly 
wreaths and prepared for our Christmas clay program. Do not think 
our preparations were elaborate or expensive. With the exception 
of our holly wreaths, which were loaned to us by a friend, there was 
nothing which the poorest family could not have had. Two boys 
borrowed their mothers' clothes lines. The larger boys brought us 
armfuls of cedar, given to us by a farmer for the asking, and we made 
yards of cedar rope. A little hard on fingers, but you would never 
have suspected it, if you had seen the band of delighted boys and 
girls who worked in my school room, several evenings after school, 
making it. Then we festooned this around the room till the air was 
"Christmasy" with the odor of the cedar — festooning the loops with 
red crepe paper. Not quite artistic, perhaps, but certainly bright look- 
ing. When our wreaths were hung and our two artists had covered 
our boards with a jolly old Santa Claus going down a most impos- 
sible chimney, and a sleigh drawn by exceedingly wild looking rein- 
deer, we were ready. If the mothers of those children could have 
known the pleasure which our simple preparations gave to their chil- 
dren, certainly more than two of those forty- two homes would have 
made some effort to celebrate the day. It takes so little to make a 
child happy. Not great expense, but just a little effort, time and 
forethought, and to what better use can be put time, effort and fore- 
thought, than in making children happy. It is certainly better to be 
happy than to be clever or rich, and to be happy is certainly a part 
of being wise and good. So I say, celebrate every occasion that offers 
the slightest chance. Birthdays without fail, mother's and father's 
as special occasions ; Thanksgiving, Christmas, and Fourth of July 
as red letter days. Then the minor ones, February 14th and 22nd, 
even April Fool's day and St. Patrick's day can add a good deal to the 
fun of the year. Enter into it with whole-souled gladness that you 
have children to bring back the joys of your own youth. And if you 
will remember these things, you will add quite a little to the world's 
store of happy memories. Keep to simple things, decorations, foods, 
games, etc. Never be monotonous, seldom repeat even a very great 
success. And, last of all, let the children help, most important of the 
three by far. There is no greater joy than the joy of doing, unless 
it be the joy of giving and when the young body is still so full of life 
and vitality, this joy of doing is intensely keen. Let it be the chil- 
dren's celebration. If the decorations seem very crude, a careful 



76 



The Teacher's Guide Book 



word wisely spoken will often improve matters and yet not take away 
that feeling of independence which makes work happier even for 
grown-ups. 

ORNAMENTS FOR A CHRISTMAS TREE 

A Christmas tree can be decorated with little expense if fore- 
thought is used and material at hand put to good use. 

1. Cut stars and bells from red and white paper. Paint white 
ones with gilt paint. 

2. String popcorn, puffed rice, cranberries, raisins, or any bright 
colored berries. 

3. Make popcorn balls with string in center by which to tie on 
tree. 

4. With large needle pass cord through apples or oranges, and 
tie on tree. 

5. Make paper chains. Use strips of red or green paper three 
by one-half inches and paste together in links, attaching a star or bell 
to each fifth link. 

6. Make sacks from mosquito bar in shape of stockings to hold 
candy and nuts. 




December 



77 



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CHRISTMAS 
MUSIC 



A WONDERFUL TREE 



Mrs. M. N. Meigs 

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There's a wonderful tree, a wonderful tree 
The happy children rejoice to see, 
Spreading its branches year by year, 
It comes from the forest to flourish here. 
Oh, this wonderful tree, 
With its branches wide, 
Is always, is always 
Blooming at Christmas time. 

'Tis not alone in the summer's sheen 

Its boughs are broad and its leaves are gree;i, 

It blooms for us when the wild winds blow, 

And earth is white with the feathery snow. 

And this wonderful tree, 

With its branches wide, 

Bears many a gift 

For Christmas tide. 



78 Tjie Teacher's Guide Book 

For a voice is telling its boughs among . 

Of the shepherd's watch and the angel's song, 

Of a holy babe in the manger low, — 

The beautiful story of long ago ; 

When a radiant star 

Threw its beams so wide, 

To herald the blessed 

First Christmas tide. 

Then spread thy branches, wonderful tree, 
And bring the pleasant thought to me 
Of Him who came from His throne above, 
The richest gift of His Father's love, 
He came to show how 
To spread far and wide 
The joys of the holy 
Sweet Christmas tide. 
(Used by permission of Wm. A. Pond & Co., owners of the copyright.) 

CHILDREN CAN YOU TRULY TELL? 



























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Children can you truly tell, 
Do you know the story well, 
Every little girl and boy, 
Why the angels sang for joy 
On the Christmas morning? 

Yes, we know the story well, 
Listen now, and hear us tell, 
Every little girl and boy, 
Why the angels sang for joy 
On the Christmas morning. 

Shepherds sat upon the ground, 
Fleecy flocks were scattered 'round, 
When the brightness filled the sky, 
And a song was heard on high 
On the Christmas morning. 

Angels sang a loud, sweet song, 
For a holy babe was born ; 
Down on earth to live with men, 
Jesus, our dear Savior, came 
On the Christmas morning. 

Joy and peace the angels sang, 
Far the pleasant echoes rang, 
"Peace on earth, to men good will !" 
Hark! the angels sing it still, 
On the Christmas morning. 



December 79 

SELECTIONS A TEACHER MIGHT READ TO HER ROOM 
DURING DECEMBER 

Christmas at Bracebridge Hall. — Washington Irving. 
Christmas in Denmark. — Jacob Riis. 
Christmas of Old. — Sir Walter Scott (Marmion). 
Ynle in the Old Town. — Jacob Riis. 

Christmas Poems 

Christmas Eve. — Eugene Field. 

Long Before I Knowed Who Santa Claus Wuz. — J. Whitcomb 
Riley. 

The Night Before Christmas. — Clemment Moore. 

Christmas Bells. — H. W. Longfellow. 

The Three Kings.- — H. W. Longfellow. 

Jest Before Christmas. — Eugene Field. 

Christmas Treasure. — Eugene Field. 

The Little Christmas Tree. — Susan Coolidge. 

A Christmas Memory. — J. Whitcomb Riley. 

Myths and Stories 

Christmas Day, "Silas Marner." — George Eliot. 

Keeping Christmas, "Hospital Sketches." — Louise M. Alcott. 

The Cratchit's Christmas Goose, "Christmas Carol." — Charles 
Dickens. 

The Fir Tree. — Hans Christian Andersen. 

Merry Christmas in the Tenements, "How the Other Half Live." 
— Jacob Riis. 



80 



The; Teacher's Guide Book 



X 



GENEROSITY 






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"It is more blessed to give than to receive." — Bible. 
"In as much as ye have done it unto one of the least of these, my 
brethren, ye have done it unto me." — Bible. 

Little lamb, who made thee? 
Dost thou know who made thee, 
Gave thee life, and bade thee feed 
By the stream and o'er the mead; 
Gave thee clothing of delight, 
Softest clothing, woolly bright; 
Gave thee such a tender voice, 
Making all the vales rejoice; 
Little lamb who made thee? 
Dost thou know who made thee? 
Little lamb, I'll tell thee; 
Little lamb, I'll tell thee; 
He is called by thy name, 
For he calls himself a Lamb ; 
He is meek and he is mild; 
He became a little child, 
I a child and thou a lamb. 
We are called by his name. 
Little lamb, God bless thee ; 
Little lamb, God bless thee. 

— W il 'Ham Blake. 



Read Matthew, chap. II, verses 1-12 (The Wise Men from the 



East). 



A GENEROUS DEED 

Once upon a time a great king owned a beautiful diamond. He 
had three sons, and he decided to give the jewel to the one who 
showed the greatest nobility of character and conduct. One day 
the sons were called into his presence, and each one was asked what 
was the most worthy act he had done during the last year. 

The eldest was the first to reply. He said that he had been 
entrusted with some precious jewels. The merchant who committed 
this important trust to him had taken no particular account of them. 



December 81 

"If I had taken a few of the jewels," said the young man, "the mer- 
chant would never have known it. But I chose to be honest and 
delivered them as safely as if they had been my own." 

This was undoubtedly a praiseworthy act, and the father com- 
mended his son for it. "Well done," he said, "but you could hardly 
have done otherwise. It would have been shameful to rob a man 
who had placed such confidence in you." 

The ruler then turned to the second son, who said : "As I 
walked by the lake the other day I saw a child playing near the water. 
As I watched him he fell in. I quickly jumped into the lake and 
saved him from drowning." "Your heroism is certainly to be com- 
mended," said the father. "But it would have been cowardly and 
ignoble to allow the child to drown; you could hardly have done other 
than you did and have preserved your self-respect." 

Then the third son spoke. He said, "Recently, as I was crossing 
the mountain, I saw one of my worst enemies sleeping near the edge 
of a precipice. He was a man who had done me a great deal of harm. 
I could very easily have passed by and allowed him to remain in 
his dangerous position. However, I felt that it was my duty to wake 
him, and thus probably to save his life. I knew that he would not 
thank me for my kindness. Indeed, I felt sure that he would not 
understand it, and would be angry with mc. Nevertheless, I waked 
him and my only reward was his wrath." 

"That was indeed a noble act," said the father. "Take the dia- 
mond, my son; it is yours." 

ARACHNE, THE BOASTFUL 

Once there was a maiden whose name was Arachne. She was 
known far and wide because of her skill and industry as a weaver. 
Even the wood nymphs and the naiads would watch her as she sat 
weaving at her loom. They were so surprised at her skill that they 
said, "Athena must have taught her." 

This displeased Arachne very much. She was a very vain per- 
son and did not like to have it said that she was indebted to any 
one for her skill, not even a goddess. 

She told the nymphs that she had not learned of Athena, and 
said: "If the goddess can weave better than I, let her come here 
and try." 

Of course, this shocked the nymphs very much. They were not 
accustomed to hear mortals speak in such a disrespectful manner 
about the immortals. 

An old woman who was looking on, said to Arachne: "Be 
more careful, maiden, how you speak of the goddess. She may par- 



82 The Teacher's Guide Book 

don you if you ask her, but do not think yourself her equal or su- 
perior." 

Arachne was greatly vexed at the old woman for venturing to 
counsel her. She told her to keep her advice to herself, and said that 
she was not afraid of the goddess. 

Just then the old woman was changed into a beautiful maiden 
with golden hair and large, bright eyes. There was a golden helmet 
on her head. The beautiful maiden was Athena. 

The nymphs were filled with fear, and bowed reverently before 
the goddess. But Arachne was not afraid. She was as insolent as 
ever and still held to her challenge to Athena to weave better than 
she. Athena said : "Three days from now we will both weave ; you 
on your loom and I on mine. We will ask the world to come and 
see us. If your work is better, I will weave no more; but if my 
work is better, then you shall never use loom or spindle again. Do 
you agree to this?" "Yes," said Arachne. 

When the time for the contest in weaving came, all the people 
came to look on. Arachne took her finest silk and began to weave. 
She wove a web of great beauty, so thin and light, yet strong enough 
to hold a lion in its meshes ; and the threads were of the colors of the 
rainbow. Those who saw it were filled with wonder and delight. 

Then Athena began to weave. She took the sunbeams and the 
fleecy clouds, the blue of the sky, the green of the summer fields, 
and the scarlet of the autumn fields, and she wove pictures of castles 
and gardens and mountains with men and beasts, dwarfs and giants 
dwelling in them. 

And those who looked upon it were so filled with wonder and de- 
light that they forgot all about the beautiful web of Arachne. As 
for x\rachne herself, she felt frightened and ashamed and hid her 
face in her hands. "Oh, what shall I do now that I must never use 
loom or spindle again?" she wept. "How can I live?" 

Then Athena took pity upon the poor maiden. "I would free you 
if I could, but that is impossible. You must hold to your agree- 
ment. Yet, since you will never be happy unless you can spin and 
weave, I will give you a new form so that you may spin and weave 
with neither spindle nor loom." 

Then she touched Arachne and the maiden was changed into a 
spider who ran into the grass and began to spin merrily. It is 
said that all the spiders in the world since then are the children of 
Arachne. Perhaps the very next spider that you see may be Arachne 
herself. 



December 



83 



m 



m 



DRAMATIZATION 




THE PINE TREE AND ITS NEEDLES 





Cln 


iracters 




Pine Tree 






Wind 


Fairy 






Goat 


Man 









Pine Tree : I do not like my green needles ; I wish I had beau- 
tiful leaves. How happy I would he if only I had gold leaves. 

(Enter Fairy.) 

Fairy : Little pine tree, you may have your wish. See, as the 
sun comes over the hill, your leaves become shining gold. 

Pine Tree: How beautiful I am! See how I shine in the sun! 
Now I am happy ! 

(Enters a man carrying a bag.) 

Man : What a beautiful little pine tree. Its leaves shine like 
gold. (He goes closer to them.) They are gold. What good for- 
tune, I shall fill my bag. (He strips the tree of its golden leaves 
and puts them in his bag.) 

Pine Tree: What shall I do? I do not want gold leaves again, 
I could never keep them. I wish I had glass leaves. Glass leaves 
would shine in the sun, too, and no one would take glass leaves. 

Fairy: You may have your wish, little pine tree. 

Pine Tree : How beautiful I am. See how I shine, in the snow. 
Now I am happy. (The wind begins to blow and roar.) 

Wind: Ho! Ho! Ho! What a jolly lark. I shall shake all the 
trees and set them dancing. 
Pine Tree : Gently, good wind. My leaves are glass. 

Wind: Who cares? Who cares? They will ring all the better 
for that. Crash ! Crash ! 

Pine Tree: Oh! How hard it blows. Crash! Crash! You 
have broken all my beautiful glass leaves. What shall I do now ? 

Fairy : Do you not like glass leaves ? 



84 The Teacher's Guide Book 

Pine Tree : I do not want glass leaves again. The oak has 
big green leaves, I wish I had big green leaves, too. 

Fairy : Little pine tree, you may have your wish. 

Pine Tree : See my broad green leaves ! How beautiful I am ! 
Now I am like other trees, at least, I am happy. 

(Goat comes in.) 

Goat : What nice green leaves ! I shall have a good breakfast. 
(He begins to strip the tree.) 

Fairy : Are you happy, little tree ? 

Pine Tree : How can I be ? A man took my leaves of gold. The 
wind broke my leaves of glass. A goat ate my big green leaves. I 
wish I had my needles again. 

Fairy : Tittle pine tree, you may have your wish. 

Pine Tree : Now I am happy, I do not want any other leaves. 
Little pine needles are best for little pine trees. 



Memorandum 



The Teacher's Guide Book 




TJnJU 

fa (RaW^ 



X/W 



{Jy\ju 



YlSUXr. 



JAIKJUA^Y 



1± 



T , W 



J_ 



"Now, what is that noise ?" said the glad New Year, 
"Now, what is that singular sound I hear ? 

As if all the paper in all the world 

Were rattled and shaken and twisted and twirled." 
"Oh, that," said the jolly old Earth, "is the noise 

Of all my children,. both girls and boys, 

A-turning over their leaves so new, 

And all to do honor, New Year, to you." 



JANUARY 

JANUARY 

The; Months 

January brings the snow, 
Makes our feet and fingers glow. 

February brings the rain, 
Thaws the frozen lake again. 

March brings breezes, sharp and chill, 
Shakes the dancing daffodil. 

April brings the primrose sweet, 
Scatters daisies at our feet. 

May brings flocks of pretty lambs 
Sporting round their fleecy dams. 

June brings tulips, lilies, roses, 
Fills the children's hands with posies. 

Hot July brings thunder showers 
Apricots and gilly flowers. 

August brings the sheaves of corn, 
Then the harvest home is born. 

Warm September brings the fruit; 
Sportsmen then begin to shoot. 

Brown October brings the pheasant; 
Then to gather nuts is pleasant. 

Dull November brings the blast — 
Hark! The leaves are hurling fast. 

Cold December brings the sleet, 
Blazing fire and Christmas treat. 



(By permission of the publishers, 
McLoughlin Bros.) 



— Blair. 



The Teacher's Guide Book 



m 



inic 



DRAWING 



DRAWING SUGGESTIONS 

January 
Lower Grades 

1. Paint candle in candle stick. 

2. Let children bring toy engine or some other Christmas pres- 
ent to school and make pencil drawing of it. 

3. Make alphabet in freehand paper cutting, also some object 
each letter represents, as A is for apple, B is for bear, C is for cat, 
eft:. Give each child a different letter. 

4. Design wall paper for play house. Crayola or paint may be 
used. 

5. Give lesson to familiarize children with sphere, cube, cylin- 
der, hemisphere, also circle, square, triangle, oblong, and semi-circle. 



Higher Grades 

1. Stenciling of pillow tops, window curtains, center pieces, may 
be made. Let each pattern be made freehand and cut out. 

2. Draw a scene showing a house and a hill side, draw some trees 
close by the house. Nothing else in it but hillside, house, and trees. 
Draw scene first, then paint. Let the house be all painted alike; brown 
is a good color; let roof be left white as if snow were on it. 

3. Have one pupil pose for class dressed in coat and cap. Pose 
with back to class and draw in pencil. 

4. Draw groups in still life. 

5. Make post card book. Design cover. 



January 



89 




Draw candle in candle-stick. Paint stick black, candle white, and 
flame red. 



90 



The Teacher's Guide Book 



STUDY OF 

SNOWBOUND 



"It is a winter idyl — a picture of an old fashioned farmer's fire- 
side in winter, and if it were not mine I should call it pretty good." 
— Whittier. 

"The chief idyl of New England." — Charles F. Richardson. 

"The faithful picture of our northern winter that has not yet been 
put into poetry." — John Burroughs. 

This whole poem is a sympathetic picture of indoor home life in 
New England. 

Whose home is Whittier describing? 

What makes the home seem so happy and attractive? (Perhaps 
you can answer this question better zvhen you have studied the whole 
poem. Keep this question in mind.) 

Read Whittier"s description of the snowstorm. 

"Unwarmed by any sunset light, 
The gray day darkened into night, 
A night made hoary with the swarm 
And whirl dance of the blinding storm. 
As zigzag wavering to and fro 
Crossed and recrossed the winged snow ; 
And ere the early bedtime came 
The white drifts piled the window pane, 
And through the glass the clothes-line posts 
Looked in like tall and sheeted ghosts." 

Drill on hoary, zigzag, winged, sheeted. 

What pictures do these words bring to you? 

"So all night long the storm roared on : 
The morning broke without a sun; 
In tiny spherule traced the lines 
% Of Nature's geometric signs, 

In starry flakes and pellicle, 
All day the hoary meteor fell ; - 
And when the second morning shone, 
We looked upon a world unknown, 
On nothing we could call our own." 
Did the storm last more than one day? 

T. G.— 3 



January 91 

Are there words here we do not often see? Do you think they 
add to the poem? If so, why? Is the author creating a pleasant or 
an unpleasant picture? 

"Around the glistening wonder bent 
The blue walls of the firmament, 
No cloud above, no earth below — 
A universe of sky and snow ! 
The old familiar sights of ours 
Took wondrous shapes ; strange domes and towers 
Rose up where sty or corn-crib stood, 
Or garden-wall, or belt of wood; 
A smooth white mound the brush pile showed, 
A fenceless drift that once was road." 

Close your eyes and try to see the picture. What does he mean 
by a "universe of sky and snow"? 

"The bridle post an old man sat 
With loose-flung coat and high cocked hat; 
The well-curb had a Chinese roof ; 
And even the long sweep, high aloof, 
In its slant splendor, seemed to tell 
Of Pisa's leaning miracle." 

What is a well-sweep? Draw the well-curb as you picture it. 
Does any line suggest the annoyance and discomfort of having the 
yard full of snow ? 

What feelings filled Whittier's heart as he looked out at the snow 
fall? 

"Shut in from all the world without, 
We sat the clean-winged hearth about, 
Content to let the north wind roar 
In baffled rage at pane and door, 
While the red logs before us beat 
The frost line back with tropic heat; 
And ever, when a louder blast 
Shook beam and rafter as it passed, 
The merrier up its roaring draught 
The great throat of the chimney laughed, 
The house-dog on his paws outspread 
Laid to the fire his drowsy head, 
The cat's dark silhouette on the wall 
A couchant tiger's seemed to fall ; 
And, for the winter fireside meet, 
Between the andiron's straddling feet, 
The mug of cider simmered slow, 
The apples sputtered in a row, 
And, close at hand, the basket stood 
With nuts from brown October's wood." 

What pleasant things are suggested by these lines? 
What is the meaning of couchant, silhouette? 



92 The Teacher's Guide Book 

Do baffled, roaring, tropic, make the picture clearer? 

What kind of a house did Whittier live in ? 

Who are the people described? 

Are the stories which each one tells the kind most appropriate 
to each? 

Whittier has been called the Quaker Poet, the American Burns, 
the Martial Quaker, the Poet of Freedom. 

Quote passages from Snowbound which would support each title. 

Is Snowbound realistic or imaginative? 

Do you find digressions in the poem? 

Where are they objectional? 

Read from Emerson "The Snow Storm" : 

"Announced by all the trumpets of the sky, 
Arrives the snow, and driving o'er the fields, 
Seems nowhere to alight, the whited air 
Hides hills and woods, the river, and the heaven, 
And veils the farm-house at the garden's end. 
The sled and traveler stopped, the courier's feet 
Delayed, all friends shut out, the house mates sit 
Around the radiant fireplace, enclosed 
In a tumultous privacy of storm.'' 

How do these two descriptions compare ? (The zvhole of the Snow 
Storm could very zvell be read.) Compare the architecture of the snow 
point by point. Which description do you like the better? 

Read from Lowell's "Vision of Sir Launfal" : 

"Down swept the chill wind from the mountain peak, 
From the snow five thousand summers old ; 
On open world and hilhtop bleak 
It had gathered all the cold, 

And whirled it like sleet on the wanderer's cheek; 
It carried a shiver everywhere 
From the unleafed boughs and the pastures bare; 
The little brook heard it and built a roof 
'Neath which he could house him, winter proof; 
AH night by the white stars* frosty gleams, 
He groined his arches and matched his beams; 
Slender and clear were his crystal spars 
As lashes of light that trim the stars, 
He sculptured every summer delight 
In his halls and chambers out of sight; 
* Sometime his tinkling waters slipt 

Down through a frost leaved forest crypt. 
Long sparkling aisles of steel stemmed trees 
Bending to counterfeit a breeze ; 
Sometimes the roof no fret work knew 
But silvery mosses that downward grew ; 
Sometimes it was carved in sharp relief 
With quaint arabesque of ice fern leaf; 



January 93 

Each flitting shadow of earth and sky, 
Lest the happy model should be lost, 
Had been mimicked in fairy masonry 
By the elfin builders of the frost." 

(The following stanzas arc well worth reading.) 

Do you notice a difference in these poems? 

Which is more fanciful? 

Which most strong and vigorous? 

Which most musical? 

Which most attractive to you ? 

1. What manner of man does Whittier appear, judging from 
his writings alone? 

2. Can you detect any note of false shame or scorn for the 
humble circumstances of his youth? 

3. Does he glorify his own attainments? 

4. Do the simple country habits cling to him? 

5. Is he cosmopolitan or provincial? 

6. To what extent does the life of cities influence him? 

7. With more of the education of the schools would he have 
been a greater poet? 

8. Are Whittier's pictures true? 

9. Have other New England poets done so much for the scen- 
ery about them ? 

10. How does he compare with Longfellow, Holmes, or Burns? 

11. Can you determine what kind of landscape Whittier loved 
best? And^what season? 

12. What scenes attract him most? The grand and the noble, 
or the quaint and beautiful? 

JANUARY STORIES 

1. An All the Year Round Story. In the Child World. — 
Poulsson. 

2. Why the Bear Has a Stubby Tail. Plan Book.— Marion 
George. 

3. Pippa Passes. — Browning. 

4. Brownies. Hoxie Kg. Stories. 

5. The Logging Camp. In the Child World. — Poulsson. 

6. How the Leopard Got His Spots. Just So Stories. — Kipling. 
8. Damon and Pythias. Fifty Famous Stories Retold. — Bald- 



win. 



9. The Stag at the Lake. — Aesop. 
10. The Grateful Foxes. Nature Myths.— Cooke. 



94 



The; Teacher's Guide Book 



D R AM AT I Z AT ION 



iiuaueiuen 



uanJ3ru^^^JEL n JEnjaniaru; 
WHY THE EVERGREEN TREES KEEP THEIR LEAVES 

Characters : 



Little Bird 








Frost King 


Oak. 








North Wind 


Birch 








Juniper 


Spruce 








Pine 


Willow 












Scene I- 


-A 


Forest 





Bird: Winter is coming. The leaves are falling. All my friends 
are going to the south. My wing is broken and I can not fly. I 
must find a place to spend the winter. I will ask a tree to help me. 
If some tree will keep its leaves all winter, I can keep warm till 
spring. Then the sun will shine, and the little birds will come again. 
I shall ask this birch. Lady Birch, I am a bird with a broken wing, 
will your leaves shelter me till spring time comes? 

Birch : No, indeed ; I could not keep my leaves. I must think 
about my little leaf buds. I cannot take care of little birds with broken 
wings. 

Bird: But some tree will help me. I shall go to the oak. The 
roots of the oak are deep, the trunk is thick, the branches spread 
wide. This great strong free will help me. Dear Oak, I am a little 
bird with a broken wing. Will your leaves shelter me till spring 
time comes? 

Oak : I will keep my leaves longer than most trees, but I can 
not keep them all winter. Oh, no ! I must rest in the winter. I 
must get ready to make new leaves, when spring shall come. 

Bird: I shall ask the beautiful willow, that grows by the brook. 
Beautiful Willow, if you will only shelter me I could look down at 
your picture in the water. I could drink from the pretty brook. 



January 95 

Willow. I am sorry for you, little bird, but I can not shelter 
you ; my leaves are turning now. As soon as they are yellow, I shall 
drop them in the pretty brook. 

Bird: What shall I do? I must ask the spruce on that little 
hill. 

Spruce: You poor little bird, what is the trouble? Why are 
you here? 

Bird : I have broken my wing. I have been asking the trees to 
help me. But no one will shelter me. 

Spruce : You may live in my branches. Fly right up. 

Bird: And may I live with you all winter? 

Spruce: Indeed you may. I shall be very glad to have you. 

Pine : I am big and strong, I will help keep the wind off the 
little bird. 

Juniper : I will give him berries to eat. 

Spruce : Fly up into my branches, little bird. I hear Frost King 
and North Wind coming. 

(Enter Frost King and North Wind.) 

North Wind: Here are some leaves on the silver birch. 

Frost King : Blow them down. 

North Wind : Here are some brown leaves on the oak. 

Frost King: Blow them down till they cover the earth beneath. 

North Wind : And the yellow leaves of the willow ? 

Frost King : Blow them into the brook, and they will sail away 
like little golden ships. 

North Wind : Now for the trees on the hill. 

Frost King : Let us be good to the trees that took care of the 
little bird. They may keep their leaves to shelter him. 

North Wind : Yes, let them be ever green — green not in sum- 
mer only, but in winter, too. 



96 The Teacher's Guide Book 

Adapted from Hazvthorne's 

THE SNOW. IMAGE 
Grace D. McCarthy 

Characters : 
Violet — A little girl. 
Peony — A little boy. 

Father — An exceedingly matter-of-fact sort of man. 
Mother. 

Violet: Mother dear, may we run out and play in the snow? 

Peony : Although it looked dreary and dismal down from the 
sky, it has a cheerful aspect now that the sun is shining on it. May 
we go, Mother? 

Mother: Yes, Violet; yes, my little Peony, you may go out 
and play in the new snow. Let me bundle you up well. {She wraps 
up the children and they go out to play in the garden, zvhile the 
mother watches them from the zvindozv.) 

Peony {dancing through the drifts) : Let us play hop, skip and 
jump. 

Violet {throwing handfuls of snozv at Peony) : Let us frost 
each other over with snow. Oh, Peony, you look exactly like a snow- 
image, if your cheeks were not so red. And that puts me in mind! 
Let us make an image out of snow, an image of a little girl, and it 
shall be our sister, and shall run and play with us all winter long. 
Won't it be nice? 

Peony : Oh, yes ! That will be nice. And mamma shall see it. 

Violet: Yes, mamma shall see the new little girl. But she 
must not make her come into the warm parlor, for you know our 
little snow-sister will not love the warmth. {They begin to build the 
snow-image. ) 

Mother {looking out at them) : They are building a snow-image. 
What remarkable children mine are. What other children could have 
made anything so like a little girl figure out of snow, at the first trial? 
Well, but now I must finish Peony's new frock, for his grandfather 
is coming to-morrow and I want the little fellow to look handsome. 

Violet : Peony ! Peony ! Bring me some of that fresh snow, 
Peony, from the very furthest corner, where we have not been 
tramping. I want it to shape our little snow-sister's bosom with. You 
knovfr that part must be quite pure, just as it came out of the sky. 

Peony : Here it is, Violet. Here is the snow for her little 
bosom. Oh, Violet, how beautiful she begins to look. 

Violet: Yes; our snow-sister does look very lovely. I did not 
quite know, Peony, that we could make such a sweet little girl as 
this. 



January 97 

Mother: How fast the snow-image grows under their little fin- 
gers. What a delightful incident it would be, if fairies or, still bet- 
ter, angel children, were to come from Paradise to play invisibly with 
my own darlings. My little girl and boy deserve such playmates, 
if mortal children ever did. 

Violet: Peony, Peony, bring me those light wreaths of snow, 
that have rested on the lower branches of the pear tree. You can 
clamber on the snow-drift, Peony, and reach them easily. I must 
have them to make some ringlets for our snow-sister's head. 

Peony: Here they are, Violet. Take care you do not break 
them. Well done ! Well done ! How pretty ! 

Violet: Does she not look sweet? And now we must have 
some little shining bits of ice to make the brightness of her eyes. She 
is not finished yet. Mamma will see how very beautiful she is ; but 
papa will say "Tush ! Nonsense ! Come in out of the cold." 

Peony: Tet us call mamma to look out. Mamma! Mamma! 
Mamma ! Look out and see what a nice little girl we are making. 

Mother {looking out) : That image does seem to have a wonder- 
ful deal of human likeness about it, but I do not see very well, the 
setting sun dazzles my eyes. How cunningly Violet applies the fresh 
snow to the figure. They do everything better than other children. 
No wonder they make better snow-images. But I must make haste 
with Peony's frock. It is not yet finished and his grandfather is 
expected early in the morning. 

Violet: What a nice playmate she will be for us all winter 
long. I hope papa will not be afraid of her giving us a cold. Shan't 
you love her dearly, Peony? 

Peony : Oh, yes ! And I will hug her, and she shall sit down 
close by me, and drink some of my warm milk. 

Violet : Oh, no, Peony ! That will not do at all. Warm milk 
will not be wholesome for our little snow-sister. Tittle snow-people 
like her eat nothing but icicles. No, no, Peony, we must not give 
her anything warm to drink. Took here, Peony ! Come quickly. 
A light has been shining on her cheek out of that rose-colored cloud, 
and the color does not go away. Is not that beautiful? 

Peony : Yes, it is beautiful. Oh, Violet, only look at her hair ! 
It is all like gold. 

Violet : Oh, certainly, that color you know comes from the gol- 
den clouds that we see up there in the sky. She is almost finished 
now, but her lips must be made very red, redder than her cheeks. 
Perhaps, Peony, it will make them red if we both kiss them. (They 
both kiss the snow-image.) They are not quite red enough. Tell 
her to kiss your cheek, Peony. 



98 The Teacher's Guide Book 

Peony : Come, little snow-sister, kiss me ! 

Violet : There ! She has kissed you and now her lips are very 
red. And she blushed a little, too. 

Peony : Oh, what a cold kiss. (Mother looks out of the ztnndoiv.) 

Mother: What a good time they are having. 

Both Children: Mamma! Mamma! We have finished our little 
snow-sister and she is running about the garden with us. 

Mother: What imaginative little beings my children are? And 
it is strange, too, that they make me almost as much a child as they 
themselves are. I can hardly help believing now that the snow- 
image has really come to life ! 

Violet : Dear mamma, pray look out, and see what a sweet 
playmate we have. 

Mother: What do I see? Does the sun dazzle my eyes? There 
are Violet and Peony, my own two darling children, but whom do 
I see beside ? A small girl dressed all in white with rose-tinged cheeks 
and ringlets of golden hair, playing about the garden with the two 
children ! Violet, my darling, what is the child's name ? Does she 
live near us? 

Violet: Why, dearest mamma, this is our little snow-sister, 
whom we have just been making. 

Peony: Yes, dear mamma, this is our snow-image. Is is not 
a nice little girl? 

Mother: Violet, tell me the truth, without jest. Who is this 
little girl? 

Violet: My darling mamma, I have told you truly who she is. 
It is our little snow-image, which Peony and I have been making. 
Peony will tell you so as well as I. 

Peony : Yes, mamma, this is a little snow-child. Is not she 
a nice one? But, mamma, her hand is oh, so very cold, (father 
enters.) 

Father: Pray, what little girl may that be? Surely her mother 
must be crazy to let her go out in such bitter weather, as it has 
been to-day, with only that flimsy white gown, and those thin slip- 
pers. 

Mother: My dear husband, I know no more about the little 
thing ,than you do. Some neighbor's child, I suppose. Our Violet 
and Peony insist that she is nothing but a snow-image, which they 
have been busy about in the garden almost all the afternoon. (Looks 
into the garden.) Where is the image? I see no trace, no piled-up 
snow, nothing whatever, save the prints of little footsteps around a 
vacant space. This is very strange ! 



January 99 

J r ioIct: What is very strange, mother? Dear father, do not 
you see how it is? This is our snow-image, which Peony and I 
have made, because we wanted another playmate. Did we not, Peony? 

Peony : Yes, papa, this is our little snow-sister. Is she not 
beautiful? But she gave me such a cold kiss. 

Father: Pooh! Nonsense, children! Do not tell me of making 
live figures out of snow. Come, wife, this little stranger must not 
stay out in the bleak air a moment longer. We will bring her into 
the warm parlor, and you may give her a supper of warm bread and 
milk, and make her as comfortable as you can. Meanwhile, I will 
inquire among the neighbors; or, if necessary, send the city-crier 
about the streets to give notice of a lost child. 

Violet (seising her father's hand) : Dear father, it is true what 
I have been telling you ! This is our little snow -girl, and she cannot 
live any longer than while she breathes the cold west wind. Do not 
make her come into the hot room ! 

Peony: Yes, father (stamping his foot); this is nothing but our 
little snow-child. She will not love the hot fire! 

Father : Nonsense, children, nonsense, nonsense ! Run into the 
house this moment. It is too late to play any longer now. I must 
take care of this little girl immediately, or she will catch her death of 
cold. 

Mother: Husband, you will think me foolish, but, but may it 
not be that some invisible angel has been attracted by the simplicity 
and good faith with which our children set about their undertak- 
ing? May he not have spent an hour of his immortality in playing 
with those dear little souls? And so the result is what we call a 
miracle. No, no ! Do not laugh at me ; I see what a foolish thought 
it is. 

Father: My dear wife, you are as much a child as Violet and 
Peony. (Turning to the stranger.) Come, you odd little thing. I 
will make you comfortable in spite of yourself. We will put a nice 
warm pair of worsted stockings on your frozen little feet, and you 
shall have a good thick shawl to wrap yourself in. Your poor white 
nose, I am afraid, is actually frost-bitten. But we will make it all 
right. Come along in. 

Violet and Peony (beginning to cry) : Father, father, do not 
bring her in. 

Father: Not bring her in, why, you are crazy, my little Violet, 
quite crazy, my little Peony ! She is so cold already that her hand 
has almost frozen mine, in spite of my thick gloves. Would you 
have her freeze to death? 

Mother: After all, she does look strangely like a snow-image! 
I do believe she is made of snow. 



100 The Teacher's Guide Book 

Father: Snow, {drawing the reluctant stranger over the thresh- 
hold) no wonder she looks like snow. She is half frozen, poor little 
thing. But a good fire will put everything to rights. {Places the 
stranger before the fire.) Now she will be comfortable. Make your- 
self at home, my child. 

Violet : Oh, father, she begins to droop and look sad. The bleak 
wind rattling at the window-panes is summoning her forth. 

Father: Come, wife, let her have a pair of thick stockings and 
a woolen shawl or blanket directly, and tell Dora to give her some 
warm supper as soon as the milk boils. You, Violet, and Peony, 
amuse your little friend. She is out of spirit, you see, at finding her- 
self in a strange place. For my part, I will go around among the 
neighbors, and find out where she belongs. {He goes out.) 

Violet : Poor little snow-sister, she hates the red fire. 

Peony : The hot blast withers her. 

Mother {calling through the windozv) : Husband, husband! 
There is not need of going for the child's parents. {Father reenters.) 

Violet: We told you so, father. You would bring her in and 
now our poor, dear, beautiful snow-sister is thawed. 

Father : Where is the child ? 

Mother: I left to get the stockings. Hearing Violet and Peony 
crying, I came back to find no trace of the little white maiden, unless 
it were the remains of a heap of snow melting on the hearth-rug. 

Violet {reproachfully) : Yes, father, there is all that is left of 
our dear little snow-sister. 

Peony: Naughty father, we told you how it would be. Why did 
you bring her in ? 

Father: Wife, see what a quantity of snow the children have 
brought in on their feet. It has made quite a puddle here before the 
stove. Pray tell Dora to bring some towels and wipe it up. 



January 



101 



m 



BmmMM 



m 



U3TII 

m 



BENJAMIN FRANKLIN 



mi 



mm 



THE BOYHOOD OF BENJAMIN FRANKLIN 



January 6 (old style), 1700— April 17, 1790. 

One day in October, 1723, William Bradford, "the only printer in 
New York," was surprised to see a shrewd, capable looking lad come 
into his workshop. The boy was in working clothes, his pockets stuffed 
with extra shirts and stockings. As William Bradford talked to the 
lad, telling him that he had no work for him and advising him to go to 
Bradford'-s son, who published a paper in Philadelphia, he little 
thought that he was directing to Philadelphia a runaway apprentice 
who was to become one of Philadelphia's most distinguished citizens ; 
for this lad was none other than Benjamin Franklin. 

Born in Boston, January 6, (old style), 1706. He was one of 
seventeen children. On his mother's side he was descended from 
Peter Folger, an early New England verse maker, and the bold appeal 
for liberty of conscience found in Folger's Looking Glass of the Times 
is re-echoed in the life of his illustrious grandson. 

Born into a large family of slender means, Franklin was forced 
to get most of his education outside the. school room. He learned to 
read young, and was passionately fond of reading. The first book 
he owned was Pilgrim's Progress, which remained a favorite with 
him through life. He sold the book to buy Burton's Historical Col- 
lections in pretty volumes, but the book which influenced him most 
was Plutarch. Where could patriotism and fortitude of character bet- 
ter be learned than in Plutarch? 

Certainly a natural tendency to moralize was strengthened by this 
study of Plutarch. As to his literary style, Franklin tells us that he 
deliberately modeled it on an old volume of the Spectator. It speaks 
well for Franklin's literary taste that this was before the date of 
Johnson's well known diction, "Whoever wishes to attain an English 
style, familiar but not coarse, and elegant but not ostentatious, must 
give his days and nights to the volumes of Addison." 

We are all familiar with the story of "The Whistle. 1 " It is 
found in a letter which Franklin, at the age of sixty-six, wrote to a 



102 The Teacher's Guide Book 

friend from Paris. One day when he was seven years old his pock- 
ets were filled with coppers and he immediately started for the shop 
to buy toys. On the way he met a boy with a whistle and was so 
charmed with the sound of it that he gave all his money for it. Of 
course his kind brothers and sisters laughed at him for his extrava- 
gant bargain and his chagrin was so great that he adopted as one of 
his maxims of life "Don't give too much for the whistle." As he 
grew up, came into the world and observed the actions of men, he 
thought he met with many, very many, who gave too much for the 
whistle — men sacrificing time and liberty and virtue for court favor; 
misers giving up comfort and esteem and joy of doing good for wealth ; 
others sacrificing every laudable improvement of the mind and for- 
tune and health to mere bodily sensations and all the other follies of 
foolish desire. 

It is interesting to see the boy showing the same experimental 
attitude which brought scientific renown to the man. 

Like all boys living on the coast, he was strongly attracted to 
the water, and early learned to swim. But ordinary swimming was 
not enough for Benjamin. He made a pair of wooden paddles for 
his hands, which enabled him to move through the water very rapidly, 
although, as he says, they tired his wrists. 

Another time he combined swimming and kite flying in a de- 
lightfully original manner. Lying on his back, he held in his hands 
the stick to which the kite string was attached, and thus, "was drawn 
along the surface of the water in a very agreeable manner." 

Later in life he said he thought it not impossible to cross in 
this manner from Dover to Calais. "But the boat is still preferable," 
he added. 

In 1717 James Franklin, the elder brother, came back from En- 
gland with a press and letters, and Benjamin was bound to his brother 
as an apprentice. James discovered his brother's cleverness with the 
pen and induced him to compose ballads. "The Light-House Trag- 
edy" being the story of a recent ship wreck, and "Black Beard" a 
sailor's song on the capture of that notorious pirate. The author frankly 
says that these ballads, although hawked about the streets and sold 
prodigiously, were wretched stuff. Franklin, though a first rate prose 
writer, was never intended for a poet. 

About this time Benjamin determined to try his hand at a little 
Addison essay writing, "but being still a boy," he says, "and suspect- 
ing that my brother would object to printing anything of mine in his 
paper, if he knew it to be mine, I contrived to disguise my hand, and, 
writing on anonymous paper, I put it at night under the door of the 
printing house. It was found in the morning and read to my broth- 
er's writing friends when they called in as usual. They read it, 



January 103 

commented on it in my hearing, and I had the exquisite pleasure of 
finding it met with their approbation, and that in their different 
guesses at the author none were named but men of some character 
and many for their learning and ingenuity." The signature of the 
articles, Silence Dogood, was characteristic of the man. 

Those days were not, however, easy times for printers, nor was 
the freedom of the press respected. James was arrested and im- 
prisoned for a month, and on his release was forbidden to print the 
"Courant." To escape this difficulty, the old indenture of Benjamin 
was cancelled and the paper was printed in his name. A new in- 
denture was secretly made so that James might claim his legal right. 

But bickerings were constant between the two brothers. The 
boy decided to break away. He sold his books for a little cash, took 
secret passage in a ship for New York, and in three days found him- 
self in that strange city, asking work of William Bradford. 

The voyage had in it one incident of slight importance but in- 
teresting in showing the character of the man. It happened while 
they were becalmed off Block Island. The crew here employed them- 
selves in catching cod, and to Franklin, at this time a devout vegeta- 
rian, the taking of every fish seemed a kind of improvoked murder, 
since none of them had done or could do their catchers any injury. 
But he had been formerly a great lover of fish, and the smell of the 
frying-pan was most tempting. He balanced sometime between prin- 
ciple and inclination, till recollecting that when the fish were opened 
he had seen smaller fish taken out of their stomachs, he thought "If 
you eat one another I don't see why we may not eat you," so he dined 
upon cod very heartily, and continued through life, except at rare 
intervals, to eat as other people. "So convenient a thing it is," he 
adds, "to be a reasonable creature, since it enables one to find or 
make a reason for everything one has a mind to do." 

Some; of the; Things Frankun Did 

He was an author, leaving us a most interesting autobiography 
which, strange to say, first appeared in French. 

He was a scientist and an inventor. 

He suggested and founded the first public circulating library not 
only in America but in the world. 

He proposed the first philosophical or scientific society. 

He proposed the first volunteer militia. 

He proposed the first paved street. 

He proposed the first hospital. 

He established the first magazine. 

He established the first academy or high school. 



1U4 The Teacher's Guide Book 

He was a lifelong protestant against human slavery. 

He was a lifelong protestant against an exclusive study of the 
classics. 

He was a lifelong protestant against the abuse of the freedom 
of the press. 

He was a legislator and a statesman, a member of the assembly 
of Pennsylvania, and chairman of the committee of safety, delegate 
to the Continental Congress in 1775-76, and one of the committee of 
five who reported the immortal Declaration of Independence, and a 
member of the convention that formed the Constitution. 

During his diplomatic career as representative in Great Britain 
extending over a quarter of a century, Franklin achieved for his 
country more consideration and honor than any man of his time. 
George the Third is said to have warned his ministers against "that 
crafty American who is more than a match for you all." 

Washington wrote to Franklin in the last years of Franklin's 
life: "If to be venerated for benevolence, if to be admired for talent, 
if to be esteemed for patriotism, if to be loved for philanthropy, can 
gratify the human mind, you must have the pleasing consolation to 
know that you have not lived in vain. And I flatter myself that it 
will not be ranked among the least grateful occurrences of your life 
to be assured that so long as I retain my memory you will be recol- 
lected with respect, veneration and affection by your sincere friend." 

Franklin's Virtues 

In the regulation of his own life Franklin sought to follow cer- 
tain rules of conduct. In order to build up good habits he practiced 
especially on one virtue until it was acquired, then he took up an- 
other. To assist him he made a list of the virtues, ruling places for 
each day, after each virtue he placed a black mark for any fault which 
he felt he had committed against that virtue. 

1. Temperance — Eat not to dullness; drink not to elevation. 

2. Silence — Speak not but what may benefit others or yourself; 
avoid trifling conversation. 

3. Order — Let all your things have their places ; let each part 
of your business have its time. 

4. Resolution — Resolve to perform what you ought; perform 
without fail what you resolve. 

5. Frugality — Make no expense but to do good to others or 
yourself; that is, waste nothing. 

6. Industry — Lose not time; be always employed in something 
useful; cut off all unnnecessary actions. 

7. Sincerity — Use no hurtful deceit; think innocently and justly, 
and if you speak, speak accordingly. 



January 105 

Sayings oi? Poor Richard 

"If you would live with ease 
Do what you ought, not what you please." 

"A small leak will sink a great ship." 

"One to-day is worth two to-morrows." 

TT A sleeping fox catches no poultry." 

"Little strokes fell great oaks." 

"But dost thou love life then do not squander time, for that is 
the stuff life is made of." 

"For age and want, save while you may ; 
No morning sun lost a whole day." 

"If you would know the value of money, go and try to borrow 
some." 

"Who dainties love shall beggars prove." 

"Early to bed and early to rise 
Makes a man healthy and wealthy and wise." 

"Be ashamed to catch yourself idle." 

"Plow deep while sluggards sleep 
And you will have corn to sell and to keep."' 

To Mrs. Sarah Bache 

Passy, 3, June 1779. 

I was charmed with the account you gave me of your industry, 
the tableclothes of your own spinning, etc., but the latter part of the 
paragraph, that you had sent for linen from France because weaving 
and flax were grown dear, alas, that dissolved the charm; and your 
sending for long black pins, and lace and feathers, disgusted me so 
much as if you had put salt in my strawberries. 

The spinning, I see, is laid aside, and you are to be dressed for 
the ball! You seem not to know, my dear daughter, that, of all the 
dear things in this world, idleness is the dearest except mischief. 

I cannot in conscience or in decency encourage extravagance, by 
furnishing my children with foolish modes and luxuries. I therefore 
send all the articles you desire, that are useful and necessary, and 
omit the rest; for as you say you should "have great pride in wearing 
anything I send, and showing it as your father's taste." I must avoid 
giving you an opportunity of doing that with either lace or feathers. 
If you wear your cambric ruffles as I do, and take care not to mend 



106 The Teacher's Guide Book 

the holes, they will come in time to be lace ; and feathers, my dear girl, 
may be had in America from every cock's tail. 

If you happen again to see General Washington, assure him of 
my very great and sincere respect, and tell him that all the old gen- 
erals here amuse themselves in studying the accounts of his opera- 
tions and approve highly of his conduct. 

Present my regards to all friends that inquire after me, particu- 
larly Mr. Dufneld and family, and write oftener, my dear child, to 
your loving father. 

B. Franklin. 

To Mrs. Deborah Franklin 

London, 6 April, 1776. 

As the Stamp Act is at length repealed, I am willing you should 
have a new gown, which you may suppose I did not send sooner, 
as I knew you would not like to be finer than your neighbors, unless 
in a gown of your own spinning. Had the trade between the two 
countries totally ceased, it was a comfort to me to recollect that I 
had once been clothed from head to foot in woolen and linen of my 
wife's manufacture, that I never was prouder of any dress in my 
life, and that she and her daughter might do it again if it was 
necessary. I told the Parliament, that it was my opinion, before the 
old clothes of the American were worn out, they might have new 
ones of their own making. I have sent you a fine piece of pompadour 
satin, fourteen yards, cost eleven shillings a yard ; a silk negligee and 
petticoat of brocaded lutestring for my dear Sally, with two dozen 
gloves, four bottles of lavender water, and two little reels. The reels are 
to screw on the edge of the table, when she would wind silk or thread, 
The skein is to be put over them, and winds better than if held in 
two hands. There is also a gimcrack corkscrew, which you must 
get some brother gimcrack to show you the use of. In the chest is 
a parcel of books for my friend Mr. Coleman, and another for cousin 
Colbert. Pray did he receive those I sent him before. I sent you 
also a box with three fine cheeses. Perhaps a bit of them may be left 
when I come home. Mrs. Stevenson has been very diligent and ser- 
viceable in getting these things together for you, and presents her 
best respects, as does her daughter, to both you and Sally. There 
are two boxes included in your bill of lading for Billy. 

I am, my dear Debby, your affectionate husband, 

B. Franklin. 



January 107 

To Samuel, Mather 

Passy, 12 May, 1784. 

Reverend Sir: It is now more than sixty years since I left 
Boston, but I remember well both your father and your grandfather, 
having heard them both in the pulpit, and seen them in their houses. 
The last time I saw your father was in the beginning of 1724, when 
I visited him after my first trip to Pennsylvania. He received me 
in his library, and on taking leave showed me a shorter way out of 
the house through a narrow passage, which was crossed by a beam 
overhead. We were still talking as I withdrew, he accompanying me 
behind, and I turning partly towards him, when he said hastily : 
"Stoop! stoop!" I did not understand him, till I felt my head hit 
against a beam. He was a man that never missed any occasion of 
giving instruction, and upon this he said to me, "You are young, and 
have the world before you ; STOOP as you go through it, and you will 
miss many hard thumps." This advice, thus beat into my head, 
has frequently been of use to me ; and I often think of it, when I 
see pride mortified, and misfortunes brought upon people by their 
carrying their heads too high. With great and sincere esteem, I have 
the honor to be, etc., B. Franklin. 



108 



The Teacher's G.uide Book 



COURAGE 



syniy^QJ^iy! 



anlanEnE 



m 



Some people think that there is only one way to be brave and 
that is by fighting; but it sometimes takes more courage to refuse 
to fight than to fight. Some people think that it is only grown-up people 
who have a chance to show courage and then just once in a while; 
but the truth is that every day everybody has a chance to be brave. 
To get up promptly though the morning is cold is being brave; to 
study the lesson which you do not enjoy, to keep your temper, to 
tell the truth, to stick to your task, all require real, true courage. If 
you do not believe it, try to do them all for a month. 

QUESTIONS 

Did you ever see a very brave act? Do you know the story of 
a very brave deed? Can a coward be a good friend? 



HORATIUS AT THE BRIDGE 

Once there was a war between the Roman people and Etruscans 
who lived in the towns on the other side of the Tiber river. Por- 
sena, the king of the Etruscans, raised a great army, and marched 
toward Rome. The city had never been in such great danger. 

The Romans did not have very many fighting men at that time, 
and they knew that they were not strong enough to meet the Etrus- 
cans in open battle. So they kept themselves inside of their walls, 
and set guards to watch the road. 

One morning the army of Porsena was seen coming over the 
hills from the north. There were thousands of horsemen and foot- 
men, and they were marching straight toward the wooden bridge 
which spanned the river at Rome. 

"What shall we do?" said the white-haired fathers who made 
the laws for the Roman people. "If they once gain the bridge, we 
can not hinder them from crossing; and then what hope will there 
be for our town?" 



January 109 

Now, among the guards at the bridge there was a brave man 
named Horatius. lie was on the farther side of the river, and when 
he saw that the Etruscans were so near, he called out to the Romans 
who were behind him : 

"Hew down the bridge with all the speed that you can!" he 
cried. "I, with two other men who stand by me, will keep the foe 
at bay." 

Then, with their shields before them, and their long spears in 
their hands, the three brave men stood in the road, and kept back 
the horsemen whom Porsena had sent to take the bridge. On the 
bridge the Romans hewed away at the beams and posts. Their axes 
rang, the chips flew fast ; and soon it trembled, and was ready to 
fall. 

"Come back ! Come back, and save your lives !" they cried to 
Horatius and the other two men who were with him. 

But just then Porsena"s horsemen dashed toward them again. 

"Run for your lives !" said Horatius to his friends. "I will keep 
the road." 

They turned, and ran back across the bridge. They had hardly 
reached the other side when there was a crashing of beams and tim- 
bers. The bridge toppled over to one side, and then fell with a great 
splash into the water. 

When Horatius heard the sound, he knew that the city was 
safe. With his face still toward Porsena's men, he moved slowlv 
backward till he stood on the river's bank. A dart thrown by one 
of Porsena's soldiers put out his left eye; but he did not falter. Pie 
cast his spear at the foremost horseman, and then be turned quickly 
round. He saw the white porch of his own home among the trees 
on the other side of the stream. He leaped into the deep, swift stream. 
He still had his heavy armor on ; and when he sank out of sight, no 
one thought that he would ever be seen again. But he was a strong 
man, and the best swimmer in Rome. The next minute he rose. He 
was half way across the river, and safe from the spears and darts 
which Porsena's soldiers hurled after him. 

Soon he reached the farther side, where his friends stood ready 
to help him. Shout after shout greeted him as he climbed upon the 
bank. Then Porsena's men shouted also, for they had never seen 
a man so brave and strong as Horatius. He had kept them out of 
Rome, but he had done a deed which they could not help but praise. 

As for the Romans, they were grateful to Horatius for having 
saved their city. They called him Horatius Codes, which meant 
the "One Eyed Horatius," because he had lost an eye in defending 



110 The Teacher's Guide Book 

the bridge. They caused a fine statue of brass to be made in his 
honor, and they gave him as much land as he could plow around in 
a day. And for hundreds of years afterwards — 

"With weeping and with laughter; 
Still was the story told, 
How well Horatius kept the bridge 
In the brave days of old." 

— Baldwin's Fifty Famous Stories Retold. 
American Book Co. 

EVIL ALLURES, BUT GOOD ENDURES 

There lived in olden times a good and kindly man. He had 
this world's goods in abundance, and many slaves to serve him. And 
the slaves prided themselves on their master, saying: "There is no 
better lord than ours under the sun. He feeds and clothes us well, 
and gives us work suited to our strength. He bears no malice, and 
never speaks a harsh word to anyone. He is not like other mas- 
ters, who treat their slaves worse than cattle, punishing them whether 
they deserve it or not, and never giving them a friendly word. He 
wishes us well, does good, and speaks kindly to us. We do not 
wish for a better life." 

Thus the slaves praised their lord, and the Devil, seeing it, was 
vexed that slaves should live in such love and harmony with their 
master. So, getting one of them whose name was Aleb into his 
power, the Devil ordered him to tempt the other slaves. And one 
day when they were all sitting together, resting and talking of their 
master's goodness, Aleb raised his voice and said : "It is stupid to 
make so much of our master's goodness. The Devil himself would 
be kind to you, if you did what he wanted. We serve our master 
well, and humor him in all things. As soon as he thinks of anything, 
we do it, foreseeing all his wishes. What can he do but be kind to 
us? Just try how it will be if, instead of humoring him, we do 
him some harm instead. He will act like anyone else, and will repay 
evil for evil, as the worst of masters do." 

The other slaves began denying what Aleb had said, and at last 
bet with him. Aleb undertook to make their master angry. If he 
failed, he was to lose his holiday garment, but if he succeeded, the 
other slaves were to give him theirs. 

Aleb was a shepherd, and had in charge a number of valuable 
pure-bred sheep, of which his master was very fond. Next morn- 
ing, when the master brought some visitors into the enclosure to 
show them the valuable sheep, Aleb winked at his companions, as 
if to say: "See, now, how angry I will make him." 



January 111 

All the slaves assembled, looking in at the gates or over the 
fence, and the Devil climbed a tree near by to see how his servant 
would do hi* work. The master walked about the enclosure, show- 
ing . his guests the ewes and lambs, and presently he wished to 
show his finest ram. 

"All the rams are valuable," said he, "but I have one with 
closely twisted horns, which is priceless. I prize him as the apple 
of my eye." 

Startled by the strangers, the sheep rushed about the enclosure 
so that the visitors could not get a good look at the ram. As soon 
as it stood still, Aleb started the sheep as if by accident, and they 
all got mixed up again. The visitors could not make out which was 
the priceless ram. At last the master got tired of it. 

"Aleb, dear friend," he said, "pray catch our best ram for me, 
the one with tightly twisted horns. Catch him very carefully and 
hold him still for a moment." 

Scarcely had the master said this, when Aleb rushed in among 
the sheep like a lion, and clutched the priceless ram. Holding him 
fast by the wool, he seized the left hind leg with one hand, and, 
before his master's eyes, lifted it and jerked it so that it snapped 
like a dry branch. He had broken the lamb's leg, and it fell bleating 
onto its knees. Then Aleb seized the right hind leg, while the left 
twisted round and hung quite limp. The visitors and slaves ex- 
claimed in dismay. The master looked as black as thunder, frowned, 
bent his head, and did not say a word. The visitors and slaves were 
silent, too, waiting to see what would follow. After remaining si- 
lent for a while, the master shook himself as if to throw off some 
burden. Then he lifted his head and raised his eyes heavenward, 
and remained so for a short time. Presently the wrinkles passed 
from his face, and he looked down at Aleb with a smile, saying : 
"Oh, Aleb, Aleb ! Your master bade you anger me ; but my mas- 
ter is stronger than yours. I am not angry with you but I will 
make your master angry. You are afraid that I will punish you, 
and you have been wishing for your freedom. Know, then, Aleb, 
that I shall not punish you ; but, as you wish to be free, here be- 
fore my guests I set you free. Go where you like, and take your 
holiday garment with you !" 

And the kind master returned with his guests to the house; 
but the Devil, grinding his teeth, fell down from the tree, and sank 
to the ground. 



112 The Teacher's Guide Book 



GRACE DARLING 



It was a dark September morning. There was a storm at sea. 
A ship had been driven on a low rock off the shores of the Fame 
Islands. It had been broken in two by the waves, and half of it 
had been washed away. The other half lay yet on the rocks, and 
those of the crew who were still alive were clinging to it. But the 
waves were dashing over it, and in a little while it, too, would be 
carried to the bottom. 

Could anyone save the poor, half-drowned men who were there? 
On one of the islands was a light-house; and there, all through 
that stormy night Grace Darling had listened to the storm. Grace 
was the daughter of the light-house keeper, and she had lived by 
the sea as long as she could remember. In the darkness of the night, 
above the noise of the wind and waves, she heard screams and wild 
cries. When day-light came, she could see the wreck, a mile away, 
with the angry waters all around it. She could see the men clinging 
to the masts. 

"We must try to save them !" she cried. "Let us go out in the 
boat at once !" 

"It is of no use, Grace," said her father. "We cannot reach 
them." 

He was an old man, and he knew the force of the mighty waves. 

"We cannot stay here and see them die," said Grace. "We 
must at least try to save them." Her father could not say "No." 

In a few minutes they were ready. They set off in the heavy 
light-house boat. Grace pulled one oar, and her father, the other, 
and they made straight toward the wreck. But it was hard rowing 
against such a sea and it seemed as if they would never reach the 
place. At last they were close to the rock, and now they were in 
greater danger than before. The fierce waves broke against the boat, 
and it would have been dashed to pieces, had it not been for the 
strength of the brave girl. But after many trials, Grace's father 
climbed upon the wreck while Grace herself held the boat. Then, 
one by one the worn-out crew were helped on board. It was all 
that the girl could do to keep the frail boat from being drifted away 
or broken upon the sharp edges of the rocks. Then her father 
clambered back into his place. Strong hands grasped the oars and 
by and by all were safe in the light-house. There Grace proved to 
be no less tender as a nurse than she had been brave as a. sailor. 
She cared most kindly for the ship-wrecked men until the storm 
had died away, and they were strong enough to go to their homes. 

All this happened a long time ago, but the name of Grace 
Darling will never be forgotten. She lies buried now in a little 



February 113 

church-yard by the sea, not far from her old home. Every year 
many people go there to see her grave; and there a monument has 
been placed in honor of the brave girl. It is not a large monument, 
but it is one that speaks of the noble deed which made Grace Darling 
famous. It is a figure carved in stone of a woman lying at rest, 
with a boat's oar held fast in her right hand. 

— Baldwin's Fifty Famous Stories Retold. 

SUGGESTED STORIES 

A Leak in the Dyke. 

Washington's Struggle for Self Control at the Time of General 
St. Clair's Defeat. 

Roosevelt's Winning: of the West — Part 5. 



Memorandum 



MEMORANDUM 



114 



The Teacher's Guide Book 




FEBRUARY 

February, fortnights two — 

Briefest of the months are you, 

Of the winter's children last. 

Why do you go by so fast? 

Is it not a little strange 

Once in four years you should change, 

That the sun should shine and give 

You another day to Jive? 

Maybe this is only done 

Since you are the smallest one ; 

So I make the shortest rhyme, 

For you, as benefits my time; 

You're the baby of the year, 

And to me you're very dear, 

Just because you bring the line, 

'Will you be my valentine?" 



-Frank Dempster Sherman. 



February 



115 



DRAWING 



DRAWING SUGGESTIONS 

February 

Lower Grades 

1. Make valentines to take home to mother or father or to give 
to some schoolmate. 

2. Pattern of outline head of Washington given to pupils. Free- 
hand paper cutting of swords crossed, cut from black paper. Arrange 
head and swords on white paper and mount. Write lines below. 

3. Get a new flag, tell of the first flag and how made. Explain 
about the first flag with thirteen stars, why the stars are added, and 
how many in the flag to-day. Draw and color the flag, using large 
size paper. Cut out and use as decoration for room. 

4. Practice the drawing of ellipses on practice paper. Work 
at this until marked improvement is seen. 

5. Make soldiers' caps large enough to fit children's heads. 
Paint on cap stars and bands of red, white and blue. 

Higher Grades 

1. A bunch of cherries may be painted showing brown stems 
and green leaves. 

2. Design and make valentines. 

3. Draw alphabet on squared paper, making letters simple in 
form; next try more decorative letters. 

4. Try monograms and single decorative letters that might be 
used at the first of a chapter or on cover of book. 

5. Draw group in charcoal. Pay attention to value of light 
and shade. 



116 



The Teacher's Guide Book 




'First in war, 
First in peace, 
First in the hearts of his countrymen." 



February 



117 





Make paper hat for soldier of white paper. Cut two pieces like 
Fig. I, large enough for child's head. From oblong of red paper make 
a cockade like Fig. II. With white chalk make lines on cockade and 
attach it, with paper fastener, to center front of cap. 



118 



The Teacher's Guide Book 



'ILEP 



SAINT VALENTINE 




THE LIFE OF ST. VALENTINE 

There was once upon a time a large monastery in which lived 
many monks or brothers. Some of these brothers were very talented 
and had beautiful voices so that when they sang in the church on 
Sunday or holy days the people were charmed. Some were fine artists 
and could paint the most beautiful pictures of the Madonna and 
Christ Child. There was one who was a skilful doctor. He studied 
medicine and could relieve pain and suffering and had the praise of 
all about him. Then there were some who were fine scribes and could 
letter and illuminate beautifully the gospel stories that they were writ- 
ing. 

But there was one monk named St. Valentine who could do none 
of these fine things that seemed so important to him. He worked in 
the garden and raised beautiful flowers and grieved because he thought 
he was of no use and could not do any of the great things his broth- 
ers did. 

One day when he was alone in his little garden and sat think- 
ing of this, a voice seemed to say to him, "Valentine, do some little 
thing to make people happy in any way that you can." He sat think- 
ing of this for a long time, and said to himself, 'T will do some 
little thing every day to make some one happy." So he gathered his 
flowers and gave with a loving word little bouquets to the school chil- 
dren as they passed the monastery gate. 

The children were always glad to see him and soon learned to 
tell him all their troubles; he settled many difficulties among them, 
making them friends again, and they brought their broken toys to 
him to mend. He never failed to send flowers to the sick and af- 
flicted. The very birds grew to know him and the clogs and cats 
followed him about to receive a pleasant word from him. 

By and by, when he grew old and laid down and died, the chil- 
dren and the people all mourned their loving friend, St. Valentine. 
They decided that on his birthday they would send loving messages 
to each other in honor of him. That is why we send valentines on 
February 14th, Valentine's birthday. 



February 119 

VALENTINES 

Children in school always enjoy sending valentines and when so 
much pleasure can he gotten with so little work and expense on the 
part of teacher, it seems a pity that every child in school should not 
enjoy the anniversary day of the love saint. 

A day or so before February 14th, have the story of St. Valen- 
tine told by the teacher or by a larger pupil. The custom of sending 
little gifts of love should be particularly brought out, emphasize his 
loving deeds and his custom of sending loving messages. Speak 
of the absurd idea of sending comic valentines for the purpose of 
hurting some one's feelings ; this was never the idea of good St. 
Valentine. Speak also of the methods of sending valentines and 
how many, many miles these little messages will travel. How you 
drop your letter in the post box, from there it is taken to the post- 
office, and how many men hired by this great government handle 
that letter. Have children tell of the different ways letters are carried 
by mail : railroads, ships, horseback, horse and buggy, automobiles, 
small row boats, dog sleds, etc. In some school rooms it would be 
a good suggestion for each child to bring a penny and buy a plant 
for the school room, or a plant for a sick or crippled child in the 
neighborhood. It is a good idea to discourage the buying of valen- 
tines, for I think the children gain more pleasure from making their 
own. 

Each child should make one valentine under the teacher's direc- 
tion. Bring scraps of colored paper to school (if it is not furnished 
by the board), or it may be bought from a printing office for ten 
cents a pound. Cancelled stamps may be soaked off old letters and 
brought to school to be placed on the envelopes to make them look 
more real. The teacher should insist on each pupil making a val- 
entine for mother. All rooms above the first grade should have a 
valentine box. Get a large pasteboard hat box, make a slit in the 
top and glue down the cover. Have some of the larger boys and girls 
cover this with red crepe paper and place in a central position in the 
school room a day or so before Valentine's day, so the pupils can 
drop in their valentines as soon as finished. If the teacher does not 
purchase a valentine for each child in the room, she must have sev- 
eral on hand to give to those who receive the fewest number, so 
there will be no heart ache. Under no conditions have comic valentines 
given out. Write, or have some of the older pupils write on the 
board the following verses : 



120 The Teacher's Guide Book 

VERSES FOR VALENTINES 

I send my love 

On the wings of a dove. 

Oh, may I dare to ask of thee 
A place within thy heart for me ? 

Take, Oh take this heart of mine 
And let me be thy valentine. 

My valentine I send to you 

This heart of mine, so fond and true. 

If your heart you'll give to me 
I your valentine will be. 

If you'll take this heart of mine, 
I will be your valentine. 

This lantern is dark 
But will easily light 
With one little spark 
From my love's eyes bright. 

This lantern is filled 
With love's rosy light, 
I send it to make- 
Your life more bright. 

(The two verses may be used when Japanese lanterns are used as 
design. ) 

Father's Valentine 

Do you know who is my valentine? 
My lover fond and true? 
Why, father ! He is always mine ; 
Nor would I change; would you? 

Mother's Valentine 

Of course ere this you've guessed her name. 
There surely is no other 
Whom I can ever love so well 
As my own precious mother. 

If I say that I love you, mother (or father) mine, 
What more can I say for your valentine? 

I send to you this little heart 
And hope that we may never part. 

Cupid carries a message for me. 
'Tis simply this : I love thee. 

You have played a spider's part 

For in your web you've caught my heart. 

{Design of a spider and iveb may be used for this valentine .) 

T. G— 4 



February 121 

Thou'rt fair as the morn 
And bright as the sun, 
I should feel myself blest 
If thy heart I had won. 

If you look in my heart 

You shall see 

All the love I have for thee. 

Little friend, I love you true ; 
Here's a valentine for you. 

My true love you shall ever be 

If you will sometimes think of me. 

SUGGESTIONS FOR VALENTINES 

There are innumerable designs for making valentines, I suggest 
only a few : 

1. Cut six hearts from red paper, decreasing in size from six 
inches to one inch across. Tie one above another in a vertical position 
and write upon them the following verses. "If on me"' (first heart), 
"You cease to think" (second heart), "My heart" (third heart), 
"Will shrink" (fourth heart), "And shrink" (fifth heart), "And 
shrink." (sixth heart.) 

2. Cut from white paper heart three inches across, cut from red 
paper heart four inches across, paste white heart on top of red. Draw 
on white heart design of heart pierced with arrow. On back write 
appropriate verse. 

3. Lay heart on fold of paper making heart booklet. Let pupil 
design decoration and choose verse. 

4. Make square booklet with spider and web, or butterfly as 
design on cover. Leaves of plain white paper may be placed inside 
booklet for verse or verses. 

5. Take piece of stiff paper or cardboard and decorate outer 
edge. Paste tiny envelope in center of card with flap up. On tiny 
piece of paper write message or verse; fold and slip in envelope, but 
do not seal. 

6. Valentines may be decorated with the following: Sun-bonnet 
babies, brownies, kewpies, Holland boys and girls, Japanese lanterns, 
etc. 



122 



The Teacher's Guide Book 




Japanese lanterns for valentines. Paint lanterns in light yellow 
with black tops and bottoms. 



February 



123 



FEBRUARY 

Many, many welcomes, 
February fair maid, 
Ever as of old time, 
Solitary firstling 
Coming in the cold time, 
Prophet of the gay time, 
Prophet of the May time, 
Prophet of the roses, 
Many, many welcomes, 
February fair maid ! 



■Tennyson. 



FEBRUARY STORIES 

1. Plow Cedric Became a Knight. For the Children's Hour 
— Bailey and Lewis. 

2. Stories of the Life of George Washington. 

3. Stories of the Life of Lincoln. 

4. Philip's Valentine. In the Child World. — Poulsson. 

5. How Topsy Mothered Her Neighbor's Kittens. Hoxie Kg. 



Stories. 

6. 

7. 

8. 

9. 

10. 



Hans in Luck. — Grimm. 

The Frog and the Ox. — Aesop. 

The Sailor Man. How to Tell Stories. — Bryant. 

The Miraculous Pitcher. — Hawthorn. 

How the Camel Got His Hump. Just' So Stories. 



-Kipling. 




Pattern for a Valentine. See finished design on page 127. 



124 



The Teacher's Guide Book 



PATRIOTISM 






0^ 



Breathes there a man with soul so dead, 
Who never to himself has said, 
'This is my own, my native land?" 
Whose heart has ne'er within him burned 
As home his footsteps he has turned 
From wandering on a foreign strand? 

If such there be, go mark him well. 
For him no minstrel raptures swell. 
High though his title, proud his name, 
Boundless his wealth as wish could claim, 
Despite these titles, power and pelf, 
The wretch concentered all himself, 
Living, shall forfeit fair renown, 
And doubly dying, shall go down 
To the vile dust from whence he sprung 
Unwept, unhonored and unsung. 



-Scott. 



The better part of valor is discretion. 

— Shakespeare. 

Bright flag at yonder tapering mast, 
Fling out your field of azure blue ; 
Let star and stripe be westward cast, 
And point as freedom eagles flew ! 
Strain home ! O life and quivering spars ! 
Strain home, my country's flag of stars ! 

— N. P. Willis. 

Every country has its flag. (Describe the flag of our country.) 
When it is borne down the street all the people cheer. It reminds 
them of this great country of which we are so proud. Little chil- 
dren of other lands love their flags just as we love ours. What is 
the French flag like? The German? (Shoiv pictures of flags of the 
most important nations, last the Szviss flag.) People often think 
that the only way to be patriotic is to cheer when the soldiers go by 
or to serve as a soldier during a war. This is a mistake. Men who 



February 125 

help to make good laws, men who see that these are enforced, yes, 
all the people who carefully obey the laws of the country in which 
they live are just as patriotic as the soldiers. A country needs sol- 
diers sometimes, but good citizens all the time. And no boy or 
girl is too young to be a good citizen. How can we help to keep our 
country free? 

FATHER DAMIEN 

In the city of Louvain in January, 1841, Father Damien was 
born. His parents named him Joseph and while we know very little 
of how he spent his time when a boy, we know that his mother was 
a very good woman, who went often to the big church in the town 
and taught her sons that it was better to help others than to strive 
for money and power. His father, too, taught him to bear pain and 
endure hardships without complaint. 

When Joseph grew to be a man he became a priest and went as 
a missionary to the Sandwich Islands. He studied the language and 
as he was always sociable and pleasant and ready to help, he made 
many friends and the people were ready to listen to his teaching. As he 
knew a little about medicine, he was often able to help the people 
by giving them simple remedies when they were ill. 

Of course he had not been there long before he became inter- 
ested in that terrible disease, leprosy. This disease is very common 
in these islands, and because it cannot be cured and because people 
who touch the clothes or bodies of lepers are very likely to get the 
disease, the government had set apart the island of Molokai as a home 
for lepers. Here apart from their families and friends they live 
awaiting a slow coming but certain death. 

Father Damien heard that these lepers needed many things, com- 
fortable houses to live in, a hospital, a good water supply, but above 
all a leader to establish good order among them, a friend to cheer 
and comfort them; so he asked to be sent to Molokai. The bishop 
did not want to send a man to what must mean a horrible death 
in a few years at latest, but Father Damien insisted and the bishop 
gave his consent. That very day Father Damien started for the 
island of the outcasts. 

Every Monday a small steamer leaves Honolulu for Molokai 
bearing any fresh cases of leprosy which have broken out. On the 
shore are the friends and relatives of the doomed passengers and 
bitter are the tears which are shed as the boat for Molokai sails 
away. 

The island is high and rocky, guarded by a rough sea. Inland 
there are dense groves of trees, huge tree-ferns and thick matted 
creepers. Brilliant plumaged birds have their homes here, and scarlet 



12(5 The Teacher's Guide Book 

creepers hang from the trees. But there was little happiness on the 
island. 

The poor lepers were indifferent to their miseries or tried to 
forget them by getting drunk. They passed their time in playing 
cards, dancing, and drinking and very rarely took the trouble to 
wash either themselves or their clothes. But this was not alto- 
gether their fault. Molokai was badly off for water and the lepers 
had to carry from some distance all they used, so it is perhaps 
natural that they should use as little as possible. 

Father Damien began immediately to make things better. With 
the aid of younger and stronger lepers he began building better 
houses. The material was sent over from Honolulu. He explored 
the island carefully and discovered a deep lake of cold, fresh water. 
This water was piped to the village and most of the lepers were 
thankful indeed. 

You would think that all the lepers would be grateful to Father 
Damien, for in addition to better living conditions, he had given 
courage to the living and consolation to the dying, but there were 
some who met the priest with sullen looks and spoke evil of him 
behind his back. The reason was that Father Damien succeeded in 
putting an end to the manufacture of spirits from the ki tree. This 
tree grows all over the island, and those who drink the liquor become 
stupid and finally mad. 

Father Damien had lived at Molokai ten years before this feel- 
ing of dislike altogether died out and then the people found out 
that he had become, like themselves, a leper. The doctors laughed 
at first when Father Damien told them he had contracted the dis- 
ease. They said that nobody else could have done what he had done 
for ten years and not get the disease, but that he had escaped so 
far and was safe. Father Damien did not contradict them but went 
to a German doctor. "You are right" said the doctor, and Father 
Damien went out and sat a long time in a lonely place by the sea. 
He lived for nearly six years after he became a leper and those who 
before had refused to listen to him, heard him gladly as one who 
had deliberately made a great sacrifice for their sakes, so he worked 
with a new power, and added friend to friend in those last years. 

He took his part in all that was going on until three weeks be- 
fore his death. He then took to his bed, knowing he should never 
rise again, and died with friends around him and the sound of the 
sea in his ears. But we may be sure that above the sound of the 
waves he 'heard, he heard a voice saying: "In as much as ye have 
done it unto one of the least of these, my brethren, ye have done it 
unto me." 

{The older pupils should read "Father Damien" by Robert Louis 
Stevenson.) 



March 



127 



SUGGESTED STORIES 

1. Arnold von Winkelried. Baldwin's Fifty Famous Stories 
Retold. 

2. Christians Fight with Apollyon. Pilgrim's Progress. — Bun- 
yan. 

3. The First Day of the Revolution. American Hero Stories. — 
Eva M. Tappan. 

4. The Meaning of Our Flag. — Henry Ward Beecher. 

POEMS 

1. Freedom. — James Russell Lowell. 

2. Lexington. — O. W. Holmes. 

3. Paul Revere's Ride. — Henry W. Longfellow. 




Design for a valentine 



Memorandum 



Memorandum 



128 



The; Teacher's Guide; Book 




March Vil) 



MARCH 



The cock is crowing, 

The stream is flowing, 

The small birds twitter, 

The lake doth glisten, 

The green fields sleep in the sun ; 

The oldest and youngest 

Are at work with the strongest ; 

The cattle are grazing, 

Their heads never raising; 

There are forty feeding like one. 

Like an army defeated 

The snow hath retreated, 

And now doth fare ill. 

On the top of the bare hill ; 

The plowboy is whooping anon— anon ! 

There's joy on the mountains; 

There's life in the fountains; 

Small clouds are sailing, 

Blue sky prevailing; 

The rain is over and gone. 

— William Wordszvorth. 

MARCH 

March ! March ! March ! They will hurry 
Forth at the wild bugle-sound; 
Blossoms and birds in a flurry, 
Fluttering all over the ground. 
Hang -out your flags, birch and willow ! 
Shake out your red tassels, larch ! 
Up, blades of grass, from your pillow. 
Hear who is calling you — March. 

- — Lucy Larcom. 

MARCH 

The March wind came with a dreadful shout. 

Like a hungry lion's roar, 

And growled and prowled and blustered about 

For four long weeks and more. 

Till at last one sweet, sunshiny day 

He seemed to change his mind, 

Like a dear little lamb he skipped away, 

And left the spring behind. 

— Youth's Companion. 



130 



The Teacher's Guide Book 



DRAWING 



DRAWING SUGGESTIONS 

March 

Lower Grades 

1. Draw a twig of pussy willows. Use white chalk and brown 
crayola. 

2. Have children observe closely any pet they may have at 
home. Draw this pet. Give second opportunity to observe and 
draw again. 

3. Draw in pencil garden tools. 

4. Take walk. Let each child illustrate something that he saw 
which showed that spring had come. 

5. Draw figure of child with umbrella raised. 

Higher Grades 

1. Study of posing. Have little boy pose for one lesson, lit- 
tle girl for another. No outline or detail about the face, only pro- 
portions as to size of child. 

2. Paint light-house and portion of the shore in ink or blue 
paint. Pictures of light-houses brought from home and shown to 
class. 

3. Draw a little boy dressed as a sailor, and posed with rope 
in hand. 

4. Design cover for bird book. 

5. Draw and paint birds. Woodpecker or bluejay good sub- 
jects. 



March 



131 




Make picture-frame of gray paper with pine tree design done in 
green crayola. 



132 



The Teacher's Guide Book 



ARBOR DAY 



AN ARBOR DAY PROGRAM 
Grace D. McCarthy 

Song — School — Welcome (Tune, When He Cometh). 

Now unite our hearts and voices, 
In songs of glad praises. 
Each one gathered here rejoicing, 
Glad welcome to you. 



Chorus 



Welcome, Welcome, to you, 
Oh ! Glad welcome to you. 

Now to God, our Heavenly Father, ' 
Words of love we will say. 
He has brought us here together, 
On this Abor Day. 
Chorus. 



Recitation — Small Boy — Growing. 

'A little rain and a little sun, 

And a little pearly dew, 

And a pushing up and a reaching out, 

Then leaves and tendrils all about — 

Ah, that's the way the flowers grow, 

Don't you know ? 

A little work and a little play, 

And lots of quiet sleep ; 

A cheerful heart, and a sunny face, 

And lessons learned, and things in place — r 

Ah! That's the way the children grow, 

Don't you know? 

Essay — Large Boy — Why Do We Celebrate Arbor Day? 
Suggestions : 

1. Value of trees. 

1. Prevents droughts and floods. 

2. Prevents washing of soil. 



Oak 



March 133 

3. Furnish raw material (lumber, fuel). 

4. Effect on climate. 

2. Rules for planting trees. 

3. Care of trees after planting. 

Exercise — Six Small Boys. 

Chestnut : 

The chestnut turns to ruddy gold, 
When the summer days are dead. 
Ripe nuts I drop with a liberal hand, 
From my branches overhead. 

This is the oak, that in autumn wears 

A robe of russet long, 

Here is health and renown to his broad, green crown, 

And his fifty branches strong. 

The silver birch, like a white clad ghost, 
'Mid the other trees is seen ; 
And the warm spring decks her branches slim, 
With open leaves of green. 

I am the honored tree of trees, 
Upon my branches shine 
Green needles slim, the whole year round 
And gifts at Christmas time. 

The maple tree has a gift most rare. 
From sunshine, earth and dew, 
Rich sap she stores, the thrifty nymph. 
And sugar makes fof you. 

The elm tree stands for history. 
The story of this land 
Tells how in Cambridge 'neath an elm, 
George Washington took command. 

We are the sturdy forest trees ; 
And ask a little space, 
A little care, a little thought; 
To benefit the race. 

Motion Song — Eight Small Girls (Tune, Yankee Doodle). 
Through the waking woods (1) to-day 
Little March wanders. 
Here she lifts (2) a laughing face, 
There she stops (3) and ponders. 

Now her eyes are dim (4) with tears, 
Now they shine with pleasure, 
While the south wind whistles (5) low 
Many a merry measure (6). 



Birch : 



Pine: 



Maple : 



Elm 



All 



134 The Teacher's Guide Book 

Ferns and flowers she scatters (7) wide 
From her dimpled fingers, 
In the waking woods (1) to-day 
Little April lingers. 

1. Hands raised with arms outspread. 2. Look upward with a 
smile. 3. Finger on lips. Shake heads thoughtfully. 4. Heads held 
down and sigh. 5. Hands at mouth to form trumpet. 6. Hands 
overhead, dance lightly. 7. Arms outspread with scattering motion. 

Story — Teacher — Apple Seed John. Found in the Child World by 
Emile Poulsson, or Plan Book by Marion George. 

Memory Gem — Recited in Concert by School. 

The groves were God's first temples, ere man learned 
To hew the shaft, and lay the architrave, 
And spread the roof above them — ere he framed 
The lofty vault, to gather and roll back 
The sound of anthems, in the darkling wood, 
Amidst the cool and silence he knelt down, 
And offered to the Mightiest solemn thanks 
And supplication. 

MARCH 

I wonder what spendthrift chose to spill 
Such bright gold under my window sill ! 
Is it fairy gold? Does it glitter still? 
Bless me ! it is but a daffodil ! 

And look at the crocuses keeping tryst 
With the daffodil by the sunshine kissed ! 
Like beautiful bubbles of amethyst 
They seem, blown out of the earth's snow-mist. 

O March that blusters, and March that blows. 
What color under your footsteps glows ; 
Beauty you summon from winter snows, 
And you are the pathway, that leads to the rose. 

— Celia Thaxter. 

MARCH STORIES 

1. The North Wind and the Sun. — Aesop. 

2. The Bag of Winds. In the Child World.— Poulsson. 

3. How the Robin Got His Red Breast. — Flora Cooke. 

4. How the Woodpecker Got Its Red Head. — Flora Cooke. 

5. Spring in the Apple Tree. Half a Hundred Stories. 

6. Baby Robin. — Half a Hundred Stories. 

7. The Goose Girl. — Grimm. 

8. The Fox and the Crow. — Aesop. 

9. The Golden Touch. — Hawthorne's Wonder Book. J 
10. Adventures of Robin Hood. — H. Pyle. 



March 



1 35 



SUED 

flank 



^ 



DRAMATIZATION 



i 



Father 

Dick 

Arab 

Pine 

Cherry 

Birch 

Eem 



THE BOY WHO HATED TREES 
Characters : 

Oak 
Apple 
Mapee 
Paem 

WlEEOW 

Rubber 



Scene I 

Boy in bed. Father standing beside bed. 

Father: Good night, Dick. Remember, now, to wake up with 
the robins, so that you may be ready to help me set out our new 
trees. 

Dick (in a sulky tone) : Good night. {Father goes out.) Trees, 
trees ! I'm so sick of hearing about trees. Teacher has talked trees 
for a week at school, and now father has bought some old twigs to 
set out to-morrow, and I want to go fishing. I wish I lived in a land 
where there were no trees. We could get along well enough with- 
out them. (He falls asleep after yazvning and stretching. The trees 
enter. If possible let each child carry a bough of the tree he repre- 
sents. If this is not possible the name of the tree on pasteboard.) 

Oak : Here he is — the boy who hates trees ! (Dick sits up but 
the trees talk together and pay no attention to him.) 

Pine : Dear brothers and sisters, here is a boy who hates trees ; 
he cannot see that we are of any use. It is more than I can stand, 
and I have called this meeting to see what can be done about it. 
Has anyone anything to say? 

Cherry : I cannot see that boys are of any use. Many years 
ago, when cherry trees were scarce in this country, a boy named George 
cut down my great-grandfather's just to try his new hatchet. 



136 The Teacher's Guide Book 

White Birch : And boys know so little ; they are always hacking me 
with knives and taking off my coat, no matter how cold the weather 
is. I loved a boy once, but it was many years ago. He was a little 
Indian boy. He loved trees. I remember how he stood beside me 
one warm day and said : 

"Give me of your bark, O birch tree ! 
For the summer time is coming 
And the sun is warm in heaven 
And you need no white skin wrapper." 

Then he took off my bark so carefully, that he did not hurt me a bit. 
But he is not living now. This boy is not like him. 

Apple : I don't like boys either. One day a boy climbed up into 
my branches and broke one of my limbs. He was a very silly boy 
for he wanted green apples. Had my fruit been ripe I would have 
tossed one down to him. How happy we would be if it were not 
for boys. 

Maple {very angry) : This boy said we were of no use, but it 
was only this morning that I heard him tease his grandmother for 
a cake of my sugar. • 

Palm: He ate it as if he liked it, too. I saw him; he was fan- 
ning himself with one of my leaves. 

Willow {wiping her eyes) : Boys, boys, boys, I'm so sick of boys. 
This same boy made a whistle out of one of my children this very 
night, when he went for the cows. 

Rubber: We are of no use, are we? If it were not for me, 
where would he get the tires for his bicycle? There are his rub- 
ber boots, too. Why, he uses me every day about something. But 
I've thought of a plan. {The trees crozvd together and whisper.) 

Oak : But how shall we do it ? 

Elm : Oh, the wind will help us. He is our friend. 

Dick {in fright) : Where am I going? 

Trees {bozving and smiling) : To the land of no trees. 

Willow: Good bye! Good bye! {Trees crozvd out.) 

Dick : The wind is carrying me away ! It has grown so very 
hot. I wonder where I am. There are no trees or grass. I've seen 
pictures in my geography like this. It must be a desert. Oh, I was 
never so hot before. I can't stay here. What shall I do? (He no- 
tices something coming tozvard him.) What if that is a bear! There 
is no tree to climb, and I cannot run. I am so tired, and it is very 
hot. 

{Enter Arab.) 

Arab : Come with me across the desert. 



March 137 

Dick: How? It is so hot. 

Arab: Take my hand. 

Dick : Oh, we are moving fast, but the wind burns my face. 
The sun hurts my eyes. I shall die of thirst. 

Arab: It is the desert. 

Dick: Are there no trees? 
. Arab : Trees ? You shall see. 

Dick : Do I see a black speck or does the sun blind me ? 

Arab (bowing low) : Look! Look! 

Dick : Why do you bow ? Oh ! Oh ! A spot of green grass, 
a spring of cool water, and a tree — a tree ! 

Arab : Yes, but you hate a tree. 

Dick: Hate trees? I never saw anything more beautiful. (Arab 
disappears. Dick stretches out his arms.) Dear, dear trees! 

(Father enters.) 

Father : Dick, Dick, are you going to help me plant the new 
trees ? 

Dick (waking up) : Oh, father, in just one night I have learned 
to see the wonderful beauty there is in a tree. 



138 



The Teacher's Guide Booi 



m 



mmmmm^MkmMMM*mmini 



CLEANLINESS 



!LE 



1 



mm 



A gentleman advertised for a boy to assist him in his office, 
and nearly fifty applicants presented themselves to him. Out of the 
whole number he selected one, and dismissed the rest. 

"I should like to know," said a friend, "on what ground you 
selected that boy, who had not a single recommendation." 

"You are mistaken," said the gentleman, "he had a great many. 
He wiped his feet when he came in, and closed the door after him, 
showing that he was careful. He gave his seat instantly to that lame 
old man, showing that he was kind and thoughtful. He took off 
his cap when he came in, and answered my questions promptly, show- 
ing that he was polite and gentlemanly. He picked up the book 
which I had purposely laid on the floor, and replaced it upon the 
table, while the rest stepped over it, showing that he was orderly; 
and he waited quietly for his turn, instead of pushing and crowd- 
ing. When I talked to him, I noticed that his clothing was tidy, 
his hair neatly brushed, and his finger nails clean. Do you not call 
these things letters of recommendation? I do." 

"Cleanliness is next to Godliness." 



TOM, THE CHIMNEY-SWEEP 

Once upon a time there was a little chimney-sweep, and his 
name was Tom. He lived in a great town in the north country 
where there were plenty of chimneys to sweep. He could neither 
read nor write, and did not care to do either, and he never washed 
himself, for there was no water up the court where he lived. 

Tom and his master, Mr. Grimes, set out one morning for 
Harthover Place, where they were to sweep the chimneys. Mr. 
Grimes rode the donkey in front, and Tom, with the brushes, walked 
behind. 

Tom had never been so far into the country before. He longed 
to get over a gate and pick buttercups, but Mr. Grimes was a man 
of business, and would not have heard of that. 



March 139 

At last they came to a spring, bubbling and gurgling, so clear 
that you could not tell where the water ended and the air began. 
There Grimes stopped, got off his donkey, and clambered over the 
low road-wall, and knelt down, and began clipping his ugly head into 
the spring; and very dirty he made it. 

Tom was picking the flowers as fast as he could. But when he 
saw Grimes actually wash, he stopped, quite astonished; and when 
Grimes had finished, and began shaking his ears to dry them, he 
said: "My master, I never saw you do that before." 

"Nor will you again, most likely. 'Twasn't for cleanliness I 
did it, but for coolness. I'd be ashamed to want washing every 
week or so, like any smutty collier-lad." 

"I wish I might go and dip my head in," said poor little Tom. 
"It must be as good as putting it under the town pump, and there 
is no beadle here to drive a chap away." 

"Thou come along," said Grimes. "What dost thou want with 

washing thyself?" Grimes was very sulky and began beating Tom. 

"Are you not ashamed of yourself?" cried an Irish woman from 

over the wall. Grimes seemed quite cowed, and got on his donkey 

without another word. 

"Stop !" said the Irish woman. "I have one more word. Those 
that wish to be clean, clean will they be ; and those that wish to 
be foul, foul they will be. Remember." 

How many chimneys Tom swept at Harthover Place, I can not 
say, but he swept so many that he got quite tired, and lost his way 
in them; and coming down, as he thought, the right chimney, he 
came down the wrong one, and found himself standing on the hearth- 
rug in a room the like of which he had never seen before. 

The room was all dressed in white ; white window curtains, white 
bed curtains, white chairs, and white walls, with just a few lines of 
pink here and there. Under the snow-white coverlet, upon the snow- 
white pillow, lay the most beautiful little girl that Tom had ever 
seen. Her cheeks were almost as white as the pillow, and her hair 
was like threads of gold spread all over the bed. 

"She never could have been dirty," thought Tom to himself. 
And then he thought: "Are all people like that when they are 
washed?" and he looked at his own.vHst, and tried to rub the soot 
off, and wondered if it ever would come off. "Certainly I should 
look much prettier, if I grew at all like her." 

And looking round, he suddenly saw standing close to him a 
little, ugly, black, ragged figure, with bleared eyes and grinning white 
teeth. He turned on it angrily. What did such a little black ape 
want in that sweet young lady's room? And behold, it was him- 



140 The Teacher's Guide Book 

self reflected in. a great mirror, the like of which Tom had never 
seen before. 

And Tom, for the first time in his life, found out that he was 
dirty, and burst into tears with shame and anger. He turned to sneak 
up the chimney again and hide, and upset the fender and threw the 
fire-irons down, with a great noise. 

Under the window spread a tree, with great leaves and great 
white flowers, and Tom went down the tree like a cat, and across 
the garden toward the wood. 

Tom ran on and on, and when he stopped to look around, he 
said : "Why, what a big place the world is," for he was far away 
from Harthover. Glancing through the woods he could see a clear 
stream, and far, far away, he saw how the river widened to the shin- 
ing sea. 

Then he fell asleep and dreamed that the little white lady called 
to him : "Oh, you're so dirty ; go and be washed ;" and then he heard 
the Irish woman say : "They that wish to be clean, clean they will be." 

And all of a sudden he found himself between sleep and awake, 
in the middle of the meadow, saying continually : "I must be clean, 
I must be clean." And he went to the bank of the brook and lay 
down on the grass and looked into the clear water, and dipped his 
hand in, and found it so cool, cool, cool; and he said again: "I must 
be clean, I must be clean." And he put his poor, hot, sore feet 
into the water ; and then his legs. 

"Ah," said Tom, "I must be quick and wash myself." 

— Water Babies — Charles Kingsley. 

QUESTIONS 

Why did Tom wish to be clean? Whose hands are cleanest to- 
day? What is water good for? Have you ever seen a sparrow wash 
itself? A kitten? How do they learn to do it so well? 



Memorandum 



142 



The Teacher's Guide Book 





APP-IU! 



d S M T W T F S 




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APRIL 

April cold with dripping rain 
Willows and lilacs bring again, 
The whistle of returning birds, 
The trumpet lowing of the herds. 
The scarlet maple-keys betray 
What potent blood hath modest sway, 
What fiery force the earth renews, 
The wealth of forms, the flush of hues ; 
What joy in rosy waves outpoured 
Flows from the heart of love, the Lord. 



-Ralph Waldo Emerson. 



Aprie, 



143 



m 



DRAWING 



DRAWING SUGGESTIONS 

April 

Lower Grades 

1. Make Easter card, using rabbits as design. 

2. Make Easter egg basket. Cut two pieces of paper in form 
like illustration. Paste together around edge, but leave opening in 
center. Cut eggs from colored paper and slip in center of basket 
so they can be seen. 

3. Draw a garden sprinkler. 

4. Draw a red flower-pot, with some plant of green growing in 
it. Geranium may be used. 

5. Tell story of flood. Paint rainbow, making colors light and 
blending into each other. 



Higher Grades 

1. Draw a rabbit running, jumping, or in any position you can. 
Let the children bring pictures of them; copy same. They may be 
made very attractive. 

2. Paint a twig of peach blossoms. 

3. Design an Easter card. 

4. Draw and paint ships in blue or brown tones. Draw these, as 
if sailing in water. 

5. Paint butterflies. Get pictures or mounted butterflies, and 
paint in many colors. 



144 



The Teacher's Guide Book 




Designs for basket and Easter cards 



April 145 

APRIL PROGRAM 
Song — School — Daisies (Tune, Jingle Bells). 

The winds are blithe and bold, 
And joy the glad hours hold, 
We'll take a little stroll to-day 
Down where the daisies stay. 

Chorus : 

Daisies white, and daisies gold, 
Daisies all around. 
April decked the fields with green, 
And daisies rich abound. 

At morning, night and noon, 
The bees they softly croon. 
The ~ birds are singing their glad lay, 
To welcome in the May. 
Chorus — 

Recitation — I Come, I Come — By Girl dressed to represent Spring. 

I come, I come, ye have called me long. 
I come o'er the mountains with light and song ! 
Ye may trace my steps o'er the wakening earth, 
By the winds that tell of the violets' birth, 
By the primrose stars in the shadowy grass, 
By the green leaves opening as I pass. 

Picture Song (Tune, Auld Lang Syne. 

Directions for Picture Song: Have frame about fifteen feet long 
covered with white canvas, on which is written the treble staff of 
Auld Lang Syne. The notes are the flowers which each girl repre- 
sents. Have hole in center of each flower for girl's face to appear. 
Color flowers with chalk or crayola. 



All: 



Daisy : 



Bluebell : 



We are the flowers of the field, 
We deck the meadows bright, 
We bloom for happy boys and girls, 
And fill them with delight. 

This is the daisy gold and white, 
With which the fields are dight, 
To make the world as gay as they 
We'll try with all our might. 

The bluebell is the flower for me, 
Her color's Heaven's blue. 
She dots the sparkling river's bank, 
And smiles for you, and you. 



146 The Teacher's Guide Book 

Tulip : 

The tulip with her leaves so red, 
Holds a rich store of joy, 
Mid April showers she brightly glows 
And lifts a happy head. 

Wild Rose: 

The wild rose has .a drop of dew, 
Within her heart so pink. 
She keeps it that the busy bee 
May have a fragrant drink. 

Dandelion : 

The dandelion with happy face, 

Is shining on the hill : 

When autumn comes with chilly wind, 

She will be shining still. 

Primrose : 

The primrose is a modest flower, 
She hides amid the grass. 
Like stars that stud the sky o'erhead 
We find them as we pass. 

All: 

And so we come to you to-day, 
Bright flowers of the field. 
To bring you joy through all the year, 
The best that life can yield. 

Recitation — Large Boy — To the Cuckoo. 

O, blithe new-comer, I have heard ! 
I hear thee and rejoice; 
O ! Cuckoo ! Shall I call thee bird, 
Or but a wandering voice? 

While I was lying on the grass 
Thy two-fold shout I heard, 
From hill to hill it seemed to pass, 
At once far off and near. 

Thrice welcome, darling of the spring 

Even yet thou art to me 

No bird, but an invisible thing; 

A voice, a mystery. 

The same who in my school-boy days 
I listed to; that cry 

Which made me look a thousand ways, 
In bush, and tree, and sky. 

O blessed bird ! the earth we pace 
Again appears to be 
An unsubstantial, fairy place; 
That is fit home for thee. 

— Wordsworth. 



April 147 

Song — School — April Day (Tune, Maryland, My Maryland). 

The gladsome spring has come at last, 
O, April day! O, April day! 
The dark and gloomy winter's past, 
O, April day ! O, April day ! 
The ha'ppy birds from branches trill, 
A tinkle comes from every rill, 
The purple violet dots the hill, 
This April day, this April day. 

The lamb is skipping on the green, 
O, April day ! O, April day ! 
The river spreads its silver sheen, 
O, April day! O, April day! 
And life which stirs in bird and tree, 
The message brings to you and me, 
That all the world is filled with glee, 
O, April day ! O, April day ! 

Recitation — The Wind. 

I saw you toss the kites on high, 
And blow the birds about the sky, 
And all around I heard you pass, 
Like ladies' skirts across the grass — 
O, Wind, a-blowing all day long, 
O, Wind, that sings so loud a song. 

I saw the different things you did, 
But always you yourself you hid. 
I felt you push, I heard you call, 
I could not see yourself at all — ■ 
O, Wind, a-blowing all day long, 
O, Wind, that sings so loud a song. 

O, you, that are so strong and cold, 
O, blower, are you young or old? 
Are you a beast of field and tree, 
Or just a stronger child than me? 
O, Wind, a-blowing all day long, 
O, Wind, that sings so loud a song. 

— Stevenson. 



148 



The Teacher's Guide Book 



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DRAMATIZATION 



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Characters : 
Gabriel 
Rene Lebeanc 



EVANGELINE 

Grace D. McCarthy 

Benedict 

Evangeeine 

Basil 



Scene I. 

(Benedict and Evangeline seated before the fire, a sound of foot- 
steps outside. Basil and Gabriel enter.) 

Benedict : 

Welcome, Basil, my friend ! Come, take thy place on the settle 
Close by the chimney-side, which is always empty without thee ; 
Take from the shelf overhead thy pipe and the box of tobacco; 
Never so much thyself art thou, as when, through the curling 
Smoke of thy pipe or the forge, thy friendly and jovial face 

gleams 
Round and red as the harvest moon through the mist of the 

marshes. 

(During the dialogue which follozvs Evangeline and Gabriel talk 
together at one side.) 

Basil (taking a seat) : 

Benedict Belief ontaine, thou hast ever thy jest and thy ballad; 

Ever in cheer fulest mood art thou, when others are filled with 

Gloomy forebodings of ill, and see only ruin before them. 

Happy art thou, as if every day thou hadst picked up a horse- 
shoe. 

(Stoops and lights his pipe, which Evangeline has brought him, 
from the embers.) 

Four clays now are passed since the English ships at their an- 
chors 

Ride in the Gaspereau's mouth, with their cannons pointed 
against us. 

What their design may be is unknown; but all are commanded 

On the morrow to meet in the church, where his majesty's man- 
date 



April 149 

Will be proclaimed as law in the land. Alas ! In the mean- 
time 
Many surmises of evil alarm the hearts of the people. 
Benedict : 

Perhaps some friendlier purpose 

Brings these ships to our shores. Perhaps the harvests in 

England 
By untimely rains or untimelier heat have been blighted 
And from our bursting barns they would feed their cattle and 

children. 
Basil (grozving excited) : 

Not so thinketh the folk of the village (shaking his head). 
Louisburg is not forgotten nor Beau Sejour nor Port Royal. 
Many already have fled to the forest and lurk on its outskirts 
Waiting with anxious hearts the dubious fate of to-morrow. 
Arms have been taken from us, and war-like weapons of all 

kinds ; 
Nothing is left but the blacksmith's sledge and the scythe of 

the mower. 
Benedict: 

Safer are we unarmed, in the midst of our flocks and our corn- 
fields, 

S^fer within these peaceful dikes, besieged by the ocean 

Than our fathers in forts, besieged by the enemy's cannon. 

Fear no evil, my friend, and to-night may no shadow of sor- 
row 

Fall on this house and hearth, for this is the night of the contract. 

Built are the house and barn. The merry lads of the village 

Strongly have built them and well ; and breaking the glebe round 
about them 

Fill the barn with hay and the house with food for a twelve- 
month. 

Rene Leblanc will be here anon, with his papers and ink horn. 

Shall we not then be glad, and rejoice in the joy of our children? 

(Bvangeline comes forzvard and puts the chairs around a small 
table. Leblanc enters. Benedict and Basil arise. Basil 
knocks the ashes from his pipe and offers his hand to 
Leblanc.) 
Basil : 

Father Leblanc, thou hast heard the talk in the village, 

And, perchance, canst tell us some news of these ships and their 
errand. 
Leblanc : 

Gossip enough have I heard, in sooth, yet am never the wiser; 

Yet am I not of those who imagine some evil intention 

Brings them here, for we are at peace ; and why then molest us ? 
Basil : 

God's name ; must we in all things look for the how and the 
why and the wherefore? 

Daily injustice is done, and might is the right of the strongest ! 



150 The Teacher's Guide Book 

Leblanc : 

Man is unjust, but God is just; and finally justice triumphs. 
{Leblanc arranges his papers on the table and the four gather- 
ing around, the notary begins to write.) 

First let us write the date and the name and age of the parties 
Naming the dower of the bride in flocks of sheep and in cattle. 
Orderly all things proceed and duly and well are completed, 
And the great seal of the law is set like a sun on the margin. 

(Leblanc arises. Benedict, drawing several silver pieces from 
his leathern pouch, throws them on the table. Picking them 
up and taking a draught from a tankard, the notary bows 
and departs. Evangeline brings a checker-board to the table 
and Basil and Benedict begin to play. Evangeline and 
Gabriel seat themselves near the open windoiv.) 

Gabriel : 

Gaze from the window, beloved, and see serenely the moon pass 
Forth from the folds of the cloud, and one star follow her foot- 
steps 
As out of Abraham's tent young Ishmael wandered with Hagar. 

Evangeline : 

Yes, silently one by one in the infinite meadows of heaven 
Blossom the lovely stars, the forget-me-nots of the angels. 

CHICKEN LITTLE 

Characters : Fox Lox 

Chicken Little Duck Luck 

Hen Pen Goose Loose 

Cock Lock Turk Lurk 

Scene I — A' Woods 

Chicken Little (walking through the zvoods) : This is a fine day. 
(Acorn falls on his head.) The sky is falling, the sky is falling! 
I must go and tell the king. (Enter Hen Pen.) Oh, Hen Pen, 
where are you going? 

Hen Pen : I am going to the wood for some meat. 

Chicken Little : Oh, Hen Pen, don't go, for I was going into 
the wood, and the sky fell upon my bald pate, and I am going to 
tell the king. 

Hen Pen : I shall go with you. 

(Enter Cock Lock.) 

Chicken Little : Oh, Cock Lock, where are you going ? 

Cock Lock : I am going to the wood for some meat. 

Hen Pen : Oh, Cock Lock, don't go, for I was going and met 

t. a— 5 



April 



151 




Free-hand paper cutting to illustrate Chicken Little 



152 



The Teacher's Guide Book 



Chicken Little, and Chicken Little had been at the wood, and the 
sky had fallen on her poor bald pate, and we are going to tell the 
king. 

Cock Lock : I shall go with you. 

(Enter Duck Luck.) 

Chicken Little : Well, Duck Luck, where are you going ? 

Duck Luck : I am going to the woods for some meat. 

Cock Lock : Oh, Duck Luck, don't go, for I was going and 
met Hen Pen, and Hen Pen met Chicken Little who had been at 
the woods, and the sky had fallen on her poor bald pate, and we 
are going to tell the king. 

Duck Luck : I shall go with you. 

(Enter Goose Loose.) 

Chicken Little : Well, Goose Loose, where are you going ? 

Goose Loose : I am going to the woods for some meat. 




Illustrations for Chicken Little 



April 153 

Duck Luck : Oh, Goose Loose, don't go, for I was going and 
met Cock Lock, and Cock Lock met Hen Pen, and Hen Pen met 
Chicken Little, and Chicken Little had been in the woods and the 
sky had fallen on her poor bald pate, and we are going to tell the 
king. 

Goose Loose : I shall go with yon. 

(Enter Turk Lurk.) 

Chicken Little: Well, Turk Lurk, where are you going? 

Turk Lurk : I am going to the woods for some meat. 

Goose Loose: Oh, Turk Lurk, don't go, for I was going, and I 
met Duck Luck, and Duck Luck met Cock Lock, and Cock Lock met 
Hen Pen, and Hen Pen met Chicken Little who had been in the woods 
and the sky had fallen on her poor bald pate, and we are going to tell 
the king. 

Turk Lurk : I shall go with you. 

(Enter Fox Lox.) 




Free-hand cutting of Fox-Lox 

Fox Lox : Where are you going, my pretty maids ? 

Turk Lurk : Chicken Little went into the woods, and the sky 
fell upon her bald pate, and we are going to tell the king. 

Fox Lox: Come along with me, and I will show you the way. 

(He leads them into his den.) 

All: Fox Lox has deceived us. We are in his den. We shall 
be devoured. Chicken Little, Hen Pen, Cock Lock, Duck Luck, Goose 
Loose, and Turk Lurk will never see the king to tell him that the 
sky has fallen. 

(They run around in great confusion.) 



154 



The Teacher's Guide Book 



n 



m 



TRUTHFULNESS 



m 



"Dare to be true ! Nothing can need a lie. 
A fault which needs it most grows two thereby." 

— George Herbert. 

"Truth crushed to earth will rise again; 
The eternal years of God are hers. 
But error, wounded sore, writhes in pain, 
And dies among her worshipers." 

You all know the old story of the shepherd boy who loved to 
tease, and who ran to the men in the field crying, "Wolf! Wolf!" 
when there was no wolf. Of course, after a little while the people 
paid no attention to him and one day a wolf really did come. Then 
he was punished for his untruthfulness for, in spite of all his crying, 
the men stayed at work in the field, while the wolf carried away a 
fine lamb from the flock. 

Of course, it is important to tell the truth that other people may 
believe us, but it is more important to tell the truth because every- 
body must live with himself and who wishes to live with a liar? 

Some people think you may only speak a lie, but you may tell 
what is untrue by a gesture or even by remaining silent. 



QUESTIONS 

A teacher asked : "Were you one of the boys who spoke when I 
was out of the room?" "No, I was not," the boy answered. He had 
not spoken, but he had whistled and disturbed the class. Was it true 
to say that he had not spoken? Why or why not? Do you ever 
want people to lie to you when you ask a question? What is the 
kindest way to tell the truth? Are there any questions which it is 
our duty not to ask at certain times? 



April 155 

HIS WORD OF HONOR 

(Based upon an incident which took place during the last strug- 
gle of the Commune in i8j i.) 

He was only a boy, not yet sixteen, but nevertheless they were 
going to shoot him. 

The band of insurgents to which he belonged had been routed 
by the Army of Versailles, and, with some ten of his comrades, he 
had been conducted to one of the city prisons in Paris and con- 
demned to die. 

He heard the sinister report of the musketry which hurled his 
companions into eternity without moving a muscle. Then several 
officers approached him. 

"Now, my fine fellow, you and I have a score to settle" said the 
commandant. 

"Yes ; I am ready." 

"Really? So ready as all that? You are not afraid of death?" 

"Less than of life. I have seen such awful things during the 
last six months." 

"I wager you would not hesitate if I gave you your choice. If 
I said : 'See how soon you would be out of sight,' you would soon be 
off, I'll warrant." 

"Try me sir, try me ; put me to the proof ; it's worth a trial. 
One hour of freedom only, not more ; you shall see whether I will 
keep my word." 

"Oh ! My boy ! You're no fool, but you must take me for one. 
Once free and far away, and then to come back to be shot just as 
you would keep an ordinary appointment. You will hardly get me 
to believe that." 

"Listen, sir, I beg you. Perhaps you have a good mother; you 
love her, your mother, more than aught else in the whole world. 
Sir, do for me what you would pray others to do for you. Give 
me one hour of liberty and I will give my word of honor to re- 
turn and give myself up." 

The commandant paced to and fro, tugging at his mustache and 
evidently struggling hard to appear unmoved. 

"My word," he murmured. "This lad talks of my word as 
though he were a knight of the round table." 

He stopped abruptly in front of his prisoner and asked in a 
severe tone : "Your name ?" 

"Victor Oney." 

"Age?" 

"Sixteen." 

"Where does your mother live?" 



156 The Teacher's Guide Book 

"At Belleville." 

"What made you leave her to follow the Commune?" 

"The Thirty Sons chiefly ; one must eat ; then the neighbors and 
my comrades threatened to shoot me if I did not march with them. 
My mother was afraid of them and wept and prayed me to obey 
them." 

"You have no father then?" 

"He was killed." 

"And where?" 

"At Bourget, fighting for his country." 

The commandant turned towards his staff. All seemed moved 
to interest and pity. 

"Well, then, it is understood," the officer said gravely. "You 
can go and see your mother. You have given me your word of 
honor to be back again in an hour. I shall know then whether you 
are a man of character or simply a cowardly boy. If you are not 
here by eight o'clock, I shall say that you are a braggart and care 
more for life than honor." 

"I thank you, sir; at eight I will be here." 

"We shall see when the time comes." 

Victor ran like a hare. Twenty minutes later he knocked at 
his mother's door. A neighbor opened to him. 

"Go very quietly," she said; "she is asleep." 

But Victor thought he heard his name called in a faint voice. 
He moved on tiptoe towards his mother's bed. 

"Victor ! My boy !" she said in her thin, weak voice. And now 
the boy who had faced death so bravely could do naught but sob. 

"Why do you distress yourself so, my child, my best beloved?" 
she asked. "You shall never leave me again. I will make haste and 
get well." 

Poor soul, how could she know that her pictures of a bright fu- 
ture only deepened her boy's anguish. She kissed him and gave 
herself up to dreams of happier days in store for them. 

Ashamed of his weakness, the boy forced himself into self con- 
trol, and when he raised his head from the pillow she was sleeping 
peacefully. 

The sight restored his energies. Lightly he kissed his mother's 
forehead, gazing at her earnestly for a few moments, then he went 
out hurriedly and returned to his post. 

"What, so soon?" the commandant cried, astonished. 

"But I had promised." 

"Doubtless, but you might have stayed with your mother some 
time longer." 



April 157 

"Poor mother ! After a scene of tears which seemed to take all 
my courage — tears of joy for her, of despair for me — she fell asleep. 
So I kissed her and slipped away like a thief while she was sleeping, 
and here I am." 

The officer looked at the boy with mingled pity and admiration. 

"You are quite resigned, death does not frighten you?" he asked. 

Victor answered with a gesture. 

"And if I pardon you?" 

"You would save my mother's life, too." 

"Well, you are a plucky lad and you have not deserved to suffer 
as you have done. You shall go. Embrace me first. Now go, and 
go quickly. Join your mother and love her always. It really would 
have been a pity," he said, half apologetically, to his staff as he turned 
to them. 

Victor did not run — he flew home. 

SUGGESTED STORIES 

Little Scotch Granite. 

White's School Management. — American Book Co. 

APRIL STORIES 

1. The Easter Story. Bible. 

2. The Town Musicians. — Grimm. 

3. Herr Oster Haas. Plan Book. — Marion George. 

4. Aurora, Goddess of Dawn. Wheeler's Third Reader. 

5. The Swan Maidens. — Flora Cooke. 

6. Hiawatha's Rainbow. — Longfellow. 

7. The Easter Lily. Mother Goose Village. — Bigham. 

8. The Rainbow Fairies. Wheeler's Third Reader. 

9. The Rich Goose. For the Children's Hour. — Bailey & Lewis. 
10. Rikki-Tikki-Tavi. The Jungle Book. — Kipling. 



158 The Teacher's Guide Book 

CHERRIES 

April brings the blossoms out, 
May winds scatter them about, 
Till the grassy floor below 
Whitens with their fragrant snow ; 
Then came June with golden sun; 
Of all the months the fairest one, 
Smiling on the trees and brooks 
Like a child with picture books. 

In the green leaves overhead 
Little lights were burning red; 
Looking up, it seems that I 
Saw the stars in fairy sky 
Glistening the leaves among, 
Lanterns by the pixies hung; 
But I heard a song-bird pipe : 
"Cherries ripe!" and "Cherries ripe!" 

He who sings of cherries best 
Wears their colors on his breast; 
He their poet is, and he 
Makes his dwelling in their tree. 
'Tis not strange his song is sweet; 
Think — the cherries he can eat ! 
Busy with his feathered wits 
He makes bare the cherry pits. 

Bring the basket, little maid ; 
Let us lend Sir Robin aid. 
I will climb among the boughs 
Where he has his tiny house, 
And if I can find him there 
I will ask him please to spare 
Of his tempting cherry feast 
One small basket full at least. 

I will tell him how, in spring 
When you first had heard him sing, 
All upon the garden ground 
You the bread-crumbs threw around ; 
Then, if he's the bird I think, 
He will answer in a wink, 
"Certainly, I'd help you pick, 
If their stems were not so thick!"' 



— Frank Dempster Sherman. 



April 



159 



GARDENING 



In gardening much depends on condition of soil, and therefore 
time and thought should be expended upon it. See that the soil is 
fine and smooth, and pressed down firmly, so that it will not sink when 
the young plants are watered. 

Small seeds should not be planted too deep, as they are some- 
times choked by the depth of the soil. Large seeds, such as sweet 
peas, morning glories, etc., may be covered from three-fourths to 
one and one-half inches deep; while such seeds as candy tuft, mignon- 
ette, zinnia, etc., should be planted from one-half to one-fourth inch 
deep. In case of very small seeds, such as petunia, lobelia, and phlox, 
the covering should be very thin and earth should be pressed down 
with a small board or palm of the hand. When the plants have grown, 
the tall ones should be provided with stakes and the climbers with 
trellises. After this the important things to be seen to are to keep 
free from weeds and give plenty of water during the dry season. 

A list of flowers and vegetables which are easy to cultivate and 
give good returns in gardening, follow : 



Flowering Plants 

Asters — Sow early. They may be started indoors. Cover seed 
one-fourth inch deep and press down soil. Make rows about one 
foot apart. When one to two inches high, thin out to twelve inches 
apart. 

Bachelor's Buttons (Centaurca) — Plant one-fourth inch deep. 
Thin out plants three to four inches apart. Do not allow water to 
stand on the leaves of the young plant for they are very sensitive. 

Calliopsis (or Coreopsis) — Plant one-half inch deep and thin 
plants to one to two feet apart. To secure earlier bloom, sow indoors 
and transplant. 

Candytuft — Blooms July and September — Cover seeds one-fourth 
inch deep with fine soil pressed down. When two inches high, thin 
out to four inches apart. Makes a good border plant. 

Columbine — Thin young plants out to one foot apart. 



160 The Teacher's Guide Book 

Forget-me-not — Cover seed one-half inch deep. Thin young plants 
to six inches apart. For early bloom sow indoors in March and trans- 
plant soon as garden soil is warm. It makes a good border plant. 

Hollyhock— Large plant, used for background work. 

Larkspur — Thin young plants to one foot apart. 

Lobelia — Put a very thin covering of fine soil over the seeds, 
barely hiding them, pressing down with a small board or the palm 
of the hand. Grows about six inches high. Makes a good border 
plant. 

Marigold — Have rows one foot apart and plant seed one-fourth 
inches deep. 

Mignonette — Cover seed one-fourth inch deep and have rows 
one foot apart. Thin young plants to six inches apart. Makes a good 
border plant. 

Morning Glory — Cover seed one-half inch deep. Thin young 
plants from four to six inches apart. Provide trellis or stakes for 
plants to climb on. 

Nasturtium — Plant seed about one inch deep and press soil down. 
Sunny situations are best for them. 

Pansy— Sow early. If started indoors, transplant when one inch 
high. Ought to bloom in June. They need cool place and moisture. 

Petunia — Plant seed one-fourth inch deep and press down. Thin 
out young plants from twelve to eighteen inches apart. Water with 
a fine spray and do not permit seed to die out. Makes a good bor- 
der plant. 

Phlox — Sow early in rows one foot apart, in- a sunny place. 
Plant one-fourth inch deep and cover with fine soil and press down. 
Thin young plants to four inches apart. May be started indoors and 
transplanted in April. 

Pinks — Cover seed one-fourth inch deep and press soil down. 
When two inches high, thin to six inches apart. 

Poppy — Cover seed one-fourth inch deep and thin to six inches 
apart when two inches high. 

Sweet Pea — Make a trench three to four inches deep and arrange 
so no water will stand in it. Put seeds in and cover at first with only 
one inch of soil. Cover the trench with a board until the seeds are 
well started and as they grow fill up the trench. When about, five 
inches high, put up netting for them to climb on. 

Zinnia — Cover seeds one-fourth inch deep. When plants are one 
to two inches high, thin to six inches apart. Plants are hardy and 
will stand some frosts. 



April 1G1 



Vegetables 



Beans — Plant in rows abont two feet apart and cover seeds two 
and one-half inches deep. Put seeds four inches apart. Thin the 
plants from three to six inches apart. 

Beets — Seeds in rows about eighteen inches apart and one and 
one-half inches deep. Sow seeds thickly and thin young plants to 
six inches apart. 

Beets, Sugar — Plant in drills about two feet apart and seeds 
twelve to twenty to the foot. Cover seeds one to one and one-half 
inches deep and press down. When about three inches high, thin to 
ten inches apart. 

Cabbages — Better to start seeds in boxes indoors about five weeks 
before putting them in the garden. Plant in rows about one inch 
apart, putting five seeds to the inch. Cover one- fourth inch deep and 
press down. Transplant to rows thirty inches apart, with plants about 
eighteen inches apart. 

Carrots — Sow in rows which are one foot apart and cover with 5 
one inch of dirt. Thin young plants to three inches apart. Seeds ger- 
minate very slowly. 

Corn, Sweet — Hills about two feet apart each way, with five 
kernels to the hill. 

Cress — Plant in drills, covering seeds one-half inch deep and 
pressing down. When well started thin to four to six inches apart. 

Cucumber — Plant late in spring so there will be no danger from 
frost. Plant in hills about four or five feet apart each way. Put 
ten to twelve seeds in a hill. Cover with one inch of soil and press 
down. 

Lettuce — Sow in rows about sixteen inches apart and cover about 
one-half inch deep. Sow thickly and thin young plants to four inches 
apart. 

Onions — Can use seeds or onion sets. Sow seeds in rows twelve 
inches apart and about twenty-five seeds to the foot. Cover one-half 
inch deep. Thin young plants to three inches apart. 

Parsley — Sow in rows twelve inches apart. Roots may be taken 
into the house over winter and grown in pots and cuttings made fre- 
quently. If the curled varieties are used, cut off the leaves when three 
inches high and new and better leaves will start. Every cutting im- 
proves it. 

Parsnips — Sow in rows twelve inches apart and cover one-half 
inch deep. Thin plants to three inches apart. 

Peas — Plant in rows about eighteen inches apart .and one inch 
deep. 



162 The Teacher's Guide Book 

Peanuts — Can start them indoors. If started outdoors, start about 
June 1st to avoid any cold weather. Shell the peanuts but do not 
break the skin on the kernel. Plant two kernels to the hill and two 
inches deep. 

Potatoes — Cut a potato having one or more "eyes" on each piece. 
Plant in hills about one foot apart. 

Pumpkins — Can plant among corn or in open ground. Make 
hills and put about twelve seeds in each. When danger from bugs 
is past, thin to three plants to a hill. 

Radish — Plant in rows fourteen inches apart and cover one-half 
inch deep. Put three seeds to the inch. Sow every ten days. Clean, 
rich, warm soil is the best. 

Spinach — Sow in rows about fourteen inches apart, putting forty 
seeds to a foot. Cover with one inch of soil. Thin to six inches apart 
when leaves are about one inch high. 

Squash — Plant summer squash in hills about four feet apart each 
way; winter squash, hills eight feet apart. Put ten to twelve seeds 
in a hill and cover two inches deep. 

Tomato — Start plants early indoors, sowing rows six inches apart, 
four seeds to an inch. Cover one-half inch deep. Need plenty of 
light for young plants. Transplant when they are about ten to twelve 
inches high and set in rows with plants about two feet apart each 
way. 



Memorandum 



164: 



The Teacher's Guide Book 




May 



165 



DRAWING 



DRAWING SUGGESTIONS 

May 

Lower Grades 

1. Write on the board and have children memorize, 
draw key and write following verse below : 

I know of a jeweled castle 
Where is hidden a golden key, 
That opens the door of the castle fair 
Called the "Castle of Courtesy." 



Children 



Tulips 



2. Have the pupils draw and paint some spring flowers. 
in red and yellow can be used to advantage. 

3. Have children paint a simple spring landscape. Review color 
names. 

4. Have children design a rug. Show pictures of Indian rugs. 
Let designs be simple but original. If possible, weave rugs with differ- 
ent colors of yarn on cardboard looms. 

5. Make pencil drawings of boy's wagon or wheelbarrow. 

Higher Grades 

1. Arrange pansies or violets with leaves in a bowl. Have it 
show back-ground of one color, and fore-ground of another. 

2. Make a booklet cover of brown paper with daisy border. 
Make petals of white chalk and centers with yellow crayola. 

3. Paint bunch of jonquils and leaves, two or three of each. 
Paint flowers first in light yellow wash. Before dry add bright green 
calyx and in same color paint with bold strokes the leaves. When mak- 
ing leaves begin at top and turn brush to give twisted appearance to 
leaves. 

4. Draw and paint a spring landscape. Give good attention to 
coloring. 

5. Go out sketching and make landscape from nature. 



166 



The Teacher's Guide Book 



mmmmmm 



/^Z^^^Z 



/^Z^Z^Z^ 



Make Turkish rugs of manila paper with red, green and blue 
design, made in crayola. Cut ends about one- fourth inch up to repre- 
sent fringe. Rugs may be used for doll house. 



May 1G7 

A MAY PROGRAM 

Grace D. McCarthy 

Song — School — The Birdies' Ball. 

Spring once said to the nightingale, 
"I mean to give you birds a ball ! 
Pray, now ask the birdies all, 
The birds and the birdies great and small!" 
Tra, la, la, la, la, la, la ! 

Soon they came from bush and tree, 
All singing sweet their songs of glee, 
Each one fresh from his cozy nest, 
Each one dressed in his Sunday best. 
Tra, la, la, la, la, la, la ! 

They danced all day till the sun was low, 
The mother-birds prepared to go, 
Then one and all, both great and small, 
Flew home to their nest from the birdies' ball. 
Tra, la, la, la, la, la, la ! 

— Abridged — Selected. 

Recitation — The Wild Rose — {Child carries rose in hand.) 

Just take a piece of sunset — 
The pinkest one you've seen — 
And cut four pretty petals out, 
And wrap them carefully about 
With scalloped bits of green. 

Then catch the yellowest sunbeam 
Of all that dance and dart, 
And fringe it into silken floss, 
Pour on a drop of dew for gloss 
This makes the blossom's heart. 

Then fill all with the breath of 
The sweetest wind that blows, 
And fasten to a stem all new, 
The sharpest bee-stings — quite a few, 
And you have — this wild rose. 

Dramatized Song — The Tittle Girl and the Bee — Sung by Small Girl 
and Boy (Tune, Jesus Loves Me, omit chorus). 
Little Girl: 

Little buzzing bee, I see, 
Flitting on past wood and tree, 
Working hard through all the day, 
Why not stop a while and play? 



168 The Teacher's Guide Book 

Bee: 

Little girl with eyes of blue, 
Listen while I tell to you, 
Bees may fill the hive with honey 
Only when the days are sunny. 



Little Girl 



Bee 



Do you then work all the day? 
Do you never stop to play? 
Do you never go to sleep, 
Hidden in a blossom deep? 

Work is play on summer day, 
Loud I buzz my happy lay, 
Autumn brings me sleep at last 
When the time of flowers is past. 



Recitation — The Flowers. 



All the names I know from nursie; 
Gardeners' Garters, Shepherd's Purse, 
Bachelor's Buttons, Lady's Smock, 
And the Lady Holly Hock. 

Fairy places, fairy things, 

Fairy woods where the wild bee wings, 

Tiny trees for tiny dames — 

These must all be fairy names. 

Tiny woods below whose boughs 
Shady fairies weave a house, 
Tiny tree tops, rose or thyme 
Where the braver fairies climb — 

Fair are grown-up people's trees, 
But the fairest woods are these 
Where, if I were not so tall, 
I should live for good and all. 



— Stevenson. 



Suggested Recitations 



I'm to Be Queen of the May. — Tennyson. 
Lady Clare. — Tennyson. 

Song — School — May (Tune, Home, Sweet Home). 

The days are growing longer, 
The nights are cool and sweet, 
The frogs sing in the meadow, 
The crickets loudly cheep. 
Chorus : 

May, May, lovely May! 

The month that brings the flowers, 

After the April showers. 



May 169 

The apple blossoms bending 
Pretend to rain down snow. 
The yellow dandelion 
In the grass is all aglow. 

Chorus 
The robin is a-swinging, 
Upon the top-most spray, 
And Nature loud is telling 
The time is lovely May. 

Chorus 

MAY 

Merry, rollicking, frolicking May 

Into the woods came skipping one day ; 

She teased the brook till he laughed outright, 

And gurgled and scolded with all his might. 

She chirped to the birds and bade them sing 

A chorus of welcome to Lady Spring; 

And the bees and the butterflies she set 

To waking the flowers that were sleeping yet. 

She shook the trees till the buds looked out 

To see what the trouble was all about ; 

And nothing in nature escaped that day 

The touch of the life giving, bright, young May. 

— George Macdonald. 
MAY 

Hail, bounteous May, that dost inspire 
Mirth, and youth, and warm desire ! 
Woods and groves are of thy dressing, 
Hills and dales dost boast thy blessing. 
Thus we salute thee with our early song, 
And welcome thee, and wish thee long. 

— John Milton. 

MAY STORIES 

1. Phaeton Drives the Sun Chariot. — Wheeler's Third Reader. 

2. Seven Times One. — Jean Ingelow. 

3. The Giant and the Fairy. — Half a Hundred Stories. 

4. Joe's Rosebush. Half a Hundred Stories. 

5. Butterfly Blue and Butterfly Dear. Wheeler's Third Reader. 

6. A Legend of the Dandelion. Half a Hundred Stories. 

7. King Solomon and the Ants. Nature Myths. — Cooke. 

8. The Little Jackals and the Lion. Stories to Tell Children. — 
Bryant. 

9. The Frog and the Ox. Plow to Tell Stories. — Bryant. 

10. The Search for a Good Child. Mother Stories. — Lindsay. 



170 



The Teacher's Guide Book 



m 



mi 



DRAMATIZATION 



THE QUEEN BEE 



Characters : 
Prince Charee'y 
Prince Henry 
Oueen Bee 



Prince Whitting 
King of the Ants 
Duck Leader 



Scene I — A Wood 

(Three princes walking along seeking their fortune.) 

Prince Charles: There is an ant-hill. Let us stir up the ants. 

Prince Henry : I like to see them hurry away with their eggs. 

Prince Whitting : No, do not touch them ; I will not let you 
hurt them. (They zvalk on.) 

Prince Charles: Oh, see that beautiful pond. 

Prince Henry : Let us catch those ducks swimming in the water. 

Prince Charles: We will cook and eat them. 

Prince Whitting : No, do not catch them. I will not let you. 
(They walk on.) 

Prince Henry : What a splendid oak tree. There must be a 
bees' nest in it. The bees fly around it. 

Prince Charles: There is so much honey in the nest that it has 
run down the trunk of the tree. 

Prince Henry : We will make a fire under the tree. Then the 
bees will fly away and we can have the honey. 

Prince Whitting : Do not make a fire. I will not let you hurt 
the bees. 

Prince Henry : What a tiresome fellow you are, never ready 
for any sport. 

Prince Whitting : There is a castle. Let us go in. Perhaps we 
shall find our fortunes there. (They enter the castle.) 

Prince Henry : Everything is stone. Even those horses standing 
in the courtyard. 

Prince Charles : Something is written on this stone table : "To 
free three princesses who lie sleeping in one of the rooms, first some- 



May 171 

one must find a thousand pearls that lie under the moss in the woods. 
If he does not find all the pearls in one day at sunset he shall be 
turned to stone." 

Prince Henry : I shall find the pearls to-morrow. 

Prince W hitting : It is too dangerous, brother. Do not at- 
tempt it. If you fail to find one you will be turned to stone. 

Prince Henry : Certainly you would be, my poor Whitting, but 
I shall have no trouble finding all the pearls. 

Scene II — The Next Day 

Prince Whitting: My poor brothers have failed and stand as 
stone images in the courtyard. Now it is my turn. {He begins look- 
ing for pearls under the moss. Enters Ant King.) 

Ant King : Good morning, Whitting. You saved our lives, now 
we will save yours. I shall call up five thousand ants ; they will find 
the pearls, and place them in a pile for you before sunset. 

Prince Whitting : Thank .you, my good friend. I am safe for 
to-day, but to-morrow I must get the key to the princesses' room from 
the lake. (Enter the Duck Leader.) 

Duck Leader: Have no fear, friend Whitting, my ducks will 
help you, for you saved our lives. It will be no great matter for us 
to dive to the bottom of the lake and bring you the key. 

Prince Whitting : Thank you, good Duck Leader, I see you do 
not forget past favors. I am safe for to-morrow, but the hardest task 
yet remains. {Enter Queen Bee.) 

Queen Bee : What is that, my friend ? 

Prince Whitting : I must tell which of the three daughters of 
the king is the youngest and prettiest. They are asleep and look 
just alike. Before they went to sleep the eldest had eaten some sugar, 
the second a little syrup, and the youngest a spoonful of honey. How 
can I tell which one has eaten the honey? 

Queen Bee: That is a hard matter for you, but I shall find no 
difficulty in finding her out for you. The youngest princess is the 
one on whose lips I alight and begin to sip the honey. 

Prince Whitting: My good friends, you have saved my life. In 
return for this the king has promised to give half of his kingdom 
and I shall order everyone to be kind to the ants, the ducks, and the 
bees. 

— Grimm, adapted. 



172 



The Teacher's Guide Book 



HELPFULNESS 



The happiest people aie the people that help other people most. 
Some people have very strong bodies, blacksmiths usually have. They 
help people by working hard to make useful things. Our good friends 
the horses help us with their strong bodies, too. They plough our 
fields and draw heavy loads. 

But it is not necessary to have a strong body to help other peo- 
ple. Robert Louis Stevenson was sick most of his life yet he helped 
many people by means of the charming stories he wrote and the happy 
spirit he always displayed. 

HELPFULNESS 

"Beautiful hands are those that do 
Work that is earnest, brave and true, 
Moment by moment, the long day through." 

"The only way to have a friend is to be one." 

— R. W. Emerson. 



"I love you, mother," said little Nell, 
"I love you better than tongue can tell." 
Then she teased and pouted half the day, 
Till mother rejoiced when she went to play. 

"I love you, Mother," said little John ; 
Then, forgetting his work, his cap went on, ■ 
And he was off to the garden swing, 
Leaving his mother the wood to bring. 

"I love you, mother," said little Fan, 

"To-day I'll help you all I can." 
To the cradle then she did softly creep, 
And rocked the baby till it fell asleep. 

Then stepping softly she took the broom 
And swept the floor and dusted the room. 
Busy and happy all day was she, 
Helpful and cheerful as child could be. 



May 173 



"I love you, mother," again they said, 
Three little children going to bed. 
How do you think the mother guessed 
Which of them really loved her best? 



-Joy Allison. 



THE PIT 



One day a peasant going through the forest heard cries of dis- 
tress — "Help! Help! I am dying in this pit." 

The sound seemed to come from the ground, but he saw that 
a pit dug to catch wild animals had trapped a man. 

"My friend, I will try to help you," he said; "grasp this stick 
which I am letting down." 

No sooner had he said this and let down the stick than a monkey 
seized it and leaped out. The monkey, like the man, had fallen into 
the pit. 

Frightened, the peasant started to run away, but the poor man 
in the pit pleaded: "Help! Help! I am a rich noble, half I own is 
his who will help me." 

The peasant, sorry for the man, returned and again let down 
the stick. A large lion sprang out and ran into the forest. 

Badly frightened, the peasant started to run away, but the voice 
of the trapped man pleaded : "Do not leave me, I shall die ! My 
largest castle is yours if you will aid me." 

Again he let down the stick, but no sooner was it down than 
a huge serpent wriggles out. 

Wild with fear, the peasant threw down his stick and fled, crying : 
"It is a demon in the pit." But the voice of the man in the pit rose 
louder : "For the love of heaven, do not leave me to starve. Return 
and all I own is yours." 

Again the peasant ventured back, and, though trembling with 
fear, for the fourth time lowered the branch. This time he was suc- 
cessful and drew the nobleman from the pit, 

"My good friend," gasped the nobleman, "how can I reward 
you ?" 

"I want very little," said the peasant; "but I should be glad to 
receive a wedding present, since I am to be married." 

"Certainly you shall have it," said the nobleman, and they walked 
along together. Soon they reached the edge of the forest. 

"I know my way from here," said the nobleman; "Good-day." 
"When shall I come for my wedding present?" 
"Oh, yes, anytime. You will not expect too much. Good-by." 
They went their separate ways. 



174 The Teacher's Guide Book 

The next day the peasant went to get his wedding present, but 
the nobleman refused to see him, said he had made no promise of a 
gift, and ordered the servants to drive the man away. 

The poor peasant, discouraged, tired, and hungry from his long 
walk, and bruised by the blows of the servants, returned at night- 
fall to his hut. 

A fire was blazing on the hearth and the monkey, the lion, and 
the serpent were lying before it. They sprang up at once and wel- 
comed the man with joy. The lion dragged from the corner the 
carcass of a deer which he had killed in the forest. The monkey 
showed the dry wood which he had piled beside the fire. "Did you 
do nothing?" said the man to the serpent; "are you an ungrateful 
nobleman?" The serpent in reply glided under the wall and returned 
with a diamond of great size in his mouth. 

The peasant received the jewel with great joy. "I shall buy 
myself some land with this," he said. 

The next day the peasant went to a jeweler to sell the diamond. 
The jeweler was surprised to see so poor a man with so valuable a 
stone. Sure that the peasant was a thief, he called the officers and 
had him arrested. 

When the poor frightened peasant was called before the judge, 
he told the whole story, and begged the judge to send for the noble- 
man. Although the judge did not believe the peasant, he ordered 
the nobleman to appear. 

"Did this man help you from a pit, as he says?" inquired the 
judge of the nobleman. 

"Is it likely that I should need help from a peasant?" replied the 
nobleman. 

"Then his story of the monkey, the serpent and the lion is a 
falsehood?" 

"It is a falsehood," began the nobleman, but to his horror the 
door opened, and the lion, the monkey, and the serpent walked in. 

Shivering with fright, the nobleman tried to escape, thinking 
the animals had come to harm him, but the judge, seeing that the 
peasant had told the truth, ordered that the nobleman should reward 
the peasant as he had promised to do, and the peasant, accompanied 
by the lion, the monkey, and the serpent, left the courtroom a rich 
and happy man. 

QUESTIONS 

How did the man fall into the pit? 

Why did he promise to do so much for the peasant? 

Why did he fail to keep his promise? 



May 175 

BUSY WORK 

Keeping a child quiet, merely "killing time," is not the true pur- 
pose of busy work. It must have some educational value. The fol- 
lowing suggestions may help : 

1. Take word "Oklahoma" and make as many words from it 
as possible, as ham, look, etc. 

2. Make list of all objects in room beginning with certain let- 
ters, as "b," book, blackboard, etc. 

3. Make list of all things you saw coming to school. 

4. Write list of boys' names. 

5. Write list of girls' names. 

6. Write list of names each one beginning with the last letter 
of previous name, as Alice, Emma, Albert, Thomas, etc. 

7. Write the names of the spring months. 

8. Write the names of the summer months. 

9. Write the names of the fall months. 

10. Write the names of the winter months. 

11. Write the names of the days of the week. 

12. Copy some poem appropriate to the season. Memorize first 
verse. 

13. Write names of all fruits that are red. Draw each one. 

14. Write names of all fruits that are yellow. Draw each one. 

15. Write names of all wild animals you have seen. 

16. Write names of wild animals you have never seen. 

17. Write names of all animals on the farm. Draw one. 

18. Make list of all insects you know. 

19. Write names of all things in the school-room made of iron. 

20. Memorize poem : 

Thirty days hath September, 
April, June, and November; 
February has twenty-eight alone. 
All the rest have thirty-one 
Excepting leap-year — that's the time 
When February's days are twenty-nine. 

21 Write all words which have same root, as faith, faithful, un- 
faithful. 

22. Write names of all towns and cities you know. 

23. Write list of words ending in "ful," "ed," "ing," etc. 

24. Write list of words rhyming with certain word as sing, bring, 
ring, etc. 



176 The Teacher's Guide Book 

25. Write and illustrate some well know story, as : 

The Little Red Hen. 
The Three Bears. 
The Fox and the Grapes. 
The Lion and the Mouse. 

FORTY-FIVE ADDITION COMBINATIONS 

111111111 

285436197 



2 


2 


2 


2 


2 


2 


2 


2 


2 


8 


9 


3 


6 


4 


5 


7 




3 


3 


3 


3 


3 


3 


3 




4 


3 


6 


7 


9 


8 


5 






4 


4 


4 


4 


4 


4 






5 


9 


4 


8* 


7 


6 








5 


5 


5 


5 


5 








7 


8 


5 


6 


9 



6 


6 


6 


6 


9 


7 


8 


6 




7 


7 


7 




7 


9 


8 






8 


8 






8 


9 
9 





May 



177 




Paper cutting from "The Song of the Lark" by Breton. (See 
Picture Study Group.) 



MEMORANDUM 



M 



EMORANDUM 



178 



The Teacher's Guide Book 





<J 


UNE 

























































































JUNE 

There is no price set on the lavish summer, 

And June may be had by the poorest comer. 

And what is so rare as a day in June? 

Then, if ever come perfect days; 

Then Heaven tries earth if it be in tune, 

And over it softly her warm ear lays; 

Whether we look or whether we listen, 

We hear life murmur, or see it glisten : 

We may shut our eyes, but we can't help knowing 

That skies are clear and grasses growing; 

The breeze comes whispering in our ear, 

The dandelions are blossoming near. 

Joy comes, grief goes, we know not how ; 

Everything is happy now, 

Everything is upward striving; 

'Tis as easy now for the heart to be true 

As for grass to be green or skies to be blue. 

'Tis the natural way of living. 

— James Russell Lowell 
(From Vision of Sir Eaunfal) 



June 



179 



m 



DRAMATIZATION 



mmmi 



m 



Characters : 



COURTSHIP OF MILES STANDISH 
Grace D. McCarthy 

Miles Standish 
John Aeden 
Priscieea 
Indian Messenger 

{Miles Standish reading. John Alden seated at table writing.) 

Miles Standish : 

A wonderful man was this Caesar ! 

You are a writer, and I am a fighter, but here is a fellow 

Who could both write and fight and in both was equally skillful. 

John Alden : 

Yes, he was equally skilled, as you say, with his pen and his 

weapons. 
Somewhere have I read, but where I forget, he could dictate 
Seven letters at once, at the same time writing his memoirs. 

Miles Standish: •■ ■ 

Truly a wonderful man was Caius Julius Caesar. 
Better be first, he said, in a little Iberian village, 
Than be second in Rome, and I think he was right when he 

said it. 
Twice was he married before he was twenty and many times after, 
Battles five hundred he fought, and a thousand cities he con- 
quered. 
He, too, fought in Flanders, as he himself has recorded ; 
Finally he was stabbed by his friend, the orator Brutus ; 
Now do you know what he did on a certain occasion in Flanders, 
When the rear-guard of his army retreated, the front giving 

way too, 
And the immortal Twelfth Legion was crowded so closely to- 
gether 
There was no room for their swords? Why, he seized a shield 

from a soldier, 
Put himself straight at the head of his troop, and commanded 
the captains : 



180 The Teacher's Guide Book 

Calling on each by his name, to order forward the ensigns; 
Then to widen the ranks and give more room for their weapons. 
So he won the day, the battle of something-or-other. 
That's what I always say; if you wish a thing to be well done 
You must do it yourself ; you must not leave it to others. 
When you have finished your work I have something important 

to tell you. 
Be not, however, in haste ; I can wait ; I shall not be impatient. 

{John pushes his papers aside.) 

Alden : 

Speak; for whenever you speak, I am always ready to listen, 
Always ready to hear whatever pertains to Miles Standish. 

Standish {embarrassed) : 

'Tis not good for a man to live alone, say the Scriptures, 
This I have said before, and again and again I repeat it, 
Since Rose Standish died, my life has been weary and dreary, 
Sick at heart have I been, beyond the healing of friendship,. 
Oft in my lonely hours have I thought of the maiden Priscilla — 
She is alone in the world; her father and mother and brother 
Died in the winter together; I saw her going and coming, 
Now to the grave of the dead, and now to the bed of the dying, 
Patient, courageous, and strong, and said to myself, that if ever 
There were angels on earth, as there are angels in heaven, 
Two have I seen and known; and the angel whose name is Pris- 
cilla 
Holds in my desolate life the place which the other abandoned. 
Go to the damsel Priscilla, the loveliest maiden of Plymouth, 
Say that a blunt old captain, a man not of words but of actions, 
Offers his hand and bis heart, the hand and heart of a soldier, 
Not in these words, you know, but this in short is my meaning; 
I am a maker of war and not a maker of phrases. 
You, who are bred as a scholar, can say it in elegant language, 
Such as you read in your books of the pleadings and wooings 

of lovers, 
Such as you think best adapted to win the heart of a maiden. 

Alden {much embarrassed) : 

Such a message as that, I am sure I should mangle and mar it. 
If you would have it well done — I am only repeating your 

maxim, 
You must do' it yourself, you must not leave it to others; 

Standish : 

Truly the maxim is good, and I do not mean to gainsay it ; 
But we must use it discreetly, and not waste powder for nothing. 
Now as I said before, I was never a maker of phrases, 
I can march up to a fortress and summon the place to surrender, 
But march up to a woman with such a proposal I dare not. 
I'm not afraid of bullets, nor shot from the mouth of a cannon, 
But a thundering "No" point blank from the mouth of a woman 
That, I confess I'm afraid of, nor am I ashamed to confess it! 

T. G— 6 



June 181 

So you must grant my request, for you are an elegant scholar, 

Having the graces of speech and skill in the turning of phrases. 

(Taking the hand of John Alden.) 

Though I have spoken thus lightly, yet deep is the feeling that 
prompts me. 

Surely you cannot refuse what I ask in the name of our friend- 
ship. 

(He goes toward the door.) 
Alden : 

The name of friendship is sacred ; 

What you demand in that name, I have not the power to deny 
you. 

(Miles Standish goes out.) 

So the strong will prevails, subduing and moulding the gentler, 

Friendship prevails over love, and so I go on this errand. 

SCKNE II 

(Priscilla sits spinning, a hymnbook on her lap. She is singing 
the hundredth Psalm.) 

Priscilla (as John Alden enters) : 

I knew it was you, when I heard your step in the passage ; 

For I was thinking of you, as I sat there singing and spinning. 

(She gives him a chair and sits down.) 

I have been dreaming all night and thinking all day of the hedge 
rows of England, 

They are in blossom now and the country is all like a garden, 

Thinking of lanes and fields and the song of the lark and the 
linnet, 

Seeing the village street, and familiar faces of neighbors, 

Going about as of old, and stopping to gossip together. 

Kind are the people I live with and dear to me my religion, 

Still my heart is so sad, and I wish myself back in Old England. 

You will say it is wrong, but I cannot help it, I almost 

Wish myself back in Old England, I feel so lonely and wretched. 
Alden : 

Indeed, I do not condemn you ; 

Stronger hearts than a woman's have quailed in this terrible win- 
ter. 

Yours is tender and trusting, and needs a stronger to lean on 

So I have come to you now with an offer and proffer of mar- 
riage 

Made by a good man and true, Miles Standish, the captain of 
Plymouth. 
Priscilla (astonished and displeased) : 

If the great captain of Plymouth is so very eager to wed me, 

Why does he not come himself, and take the trouble to "woo me? 

If I am not worth the wooing I surely am not worth the win- 
ning; 
Alden : 

Yes, that is certainly so, but the captain you know is too busy,. 

Having no time for such things. 



182 The Teacher's Guide Book 

Priscilla : 

"Has no time for such things," as you call it, before he is mar- 
ried 

Would he be likely to find it, or make it after the wedding? 

That is the way with you men; you don't understand us — you 
cannot. 

When you have made up your mind, after thinking of this one 
and that one, 

Choosing, selecting, rejecting, comparing one with the other, 

Then you make known your desire with abrupt and sudden 
avowal, 

And are offended and hurt, and indignant perhaps that a woman 

Does not respond at once to a love that she never suspected. 

When one is truly in love one not only says it but shows it; 

Had he but waited a while, had he only showed that he loved me, 

Even this captain of yours — who knows — at last might have 
won me; 

Old and rough as he is; but now it never could happen. 
Alden : 

You have forgotten his courage and skill and all his battles in 
Flanders, 

How with the people of God he has chosen to suffer affliction. 

And in return for his zeal they have made him captain of Ply- 
mouth. 

He is a gentleman born, can trace his pedigree plainly 

Back to Hugh Standish of Duxbury Hall in Lancashire, Eng- 
land, 

Who was the son of Ralph and grandson of Thurston de Stand- 
ish; 

Heir unto vast estates of which he's been basely defrauded; 

He is a man of honor, of noble and generous nature. 

Though he is rough, he is kindly; you know how during the win- 
ter 

He has attended the sick with a hand as gentle as woman's. 

I cannot deny he is sometimes hasty and headstrong, 

Stern as a soldier might be, but hearty and peaceable always, 

Not to be laughed at and scorned, because he is little of stature 

For he is great of heart, magnanimous, courtly, courageous; 

Any woman in Plymouth ; nay, any woman in England, 

Might be happy and proud to be called the wife of Miles Stand- 
ish. 
Priscilla {laughing) : 

Why don't you speak for yourself, John? 

Are you so much offended you will not speak to me? 
(A long pause. John Alden, embarassed, rises.) 

Am I so much to blame, that my heart, impulsive and wayward, 

Spoke out its feeling so frankly, forgetful, perhaps, of decorum ? 

Truly, I was shocked when I heard you speak of Miles Standish ; 

Praising his virtues, transforming his very defects into virtues; 

Praising his courage and strength, and even his fighting in 
Flanders : 

As if by fighting alone you can win the heart of a woman. 



June 183 

Aldcn : 

I was not angry with you, with myself alone I was angry, 
Seeing how badly I managed the matter I had in my keeping. 

Priscilla : 

No ! you were angry with me, for speaking so frankly and freely, 
It was wrong, I acknowledge, for it is the fate of women 
Long to be patient and silent, to wait like a ghost that is speech- 
less. 

A I den : 

Heaven forbid it, Priscilla; and truly they seem to me always . 
More like the beautiful rivers that watered the Garden of Eden : 
Filling the land with delight, and memories sweet of the garden. 

Priscilla : 

Ah ! by these words I can see 

How very little you prize me, or care for what I am saying, 

When you make use of those common and complimentary phrases 

Most men think so fine in dealing and speaking with women, 

But which women reject as insipid, if not as insulting. 

Let us then be what we are, and speak what we think, and in 

all things 
Keep ourselves loyal to truth, and the sacred profession of 

friendship. 

Alden : 

Yes, we must ever be friends; and of all who offer you friend- 
ship 
Let me be ever the first, the truest, the nearest, the dearest. 
{Indian messenger bursts into the room.) 

Indian Messenger:) 

Standish, Miles Standish is dead, an Indian has brought us the 

tidings ! 
Slain by a poisoned arrow ! Shot down in the edge of the forest ! 
All the town will be burned, and all the people be murdered ! 

Alden (taking Priscilla in his arms.) 

Those whom the Lord hath united, let no man put them asunder ! 

JUNE STORIES 

1. The Green House With Gold Nails.— Wiltse's Kg. Stories. 

2. Ceres. Plan Book. — Marion George. 

3. Willie's Visit to the Seashore. Half a Hundred Stories. 

4. Ethel's Friends. Half a Hundred Stories. 

5. The Skipping Shoes. - Wheeler's Third Reader. 

6. The Elves and the Cobbler. — Grimm. 

7. The Little Pink Rose. Stories to Tell Children.— Bryant. 

8. Raggylug. How to Tell Stories. — Bryant. 

9. The Thirsty Cow. — Aesop. 

10. The Busy Blue Jay. Great Stories for Great Holidays.— Ol- 
cott. 



184 



The Teacher's Guide Book 



HONESTY 



Whatever anyone does or says, I must be good; just as if the 
gold, or the emerald, or the purple, were always saying this : "What- 
ever anyone else does, I must be gold, or emerald, and keep my 
col or. "—Marcus Aurelius. 

One of our greatest presidents was called "Honest Abe." Peo- 
ple gave him this name because, not only in act and in word, but even 
in thought, he was honest. He always acted honestly, he always spoke 
the truth. The people trusted him and made him president at a 
time when it was very hard for a man to know just what was right 
and best to do. Of course, no man can act honestly or speak honestly 
whose thoughts are not honest, too. So Lincoln's honest life came 
from his honest thoughts. 

But something else came from that truly honest mind. Some critics 
tell us that the best prose yet written in America came from the pen 
of this man who had so few advantages in youth. 

A copy of a letter which he wrote to a poor widow hangs in a 
college at Oxford, England. It hangs there as an example of litera- 
ture, great because of its power, simplicity, and honesty. 



LETTER TO MRS. BIXBY 
Executive Mansion, Washington, November 21, 1864. 
Dear Madam : I have been shown in the files of the War De- 
partment a statement of the adjutant general of Massachusetts that 
you are the mother of five sons who have died gloriously on the 
field of battle. I feel how weak and fruitless must be any words of 
mine which would attempt to beguile you from the grief of a loss so 
overwhelming. But I cannot refrain from tendering to you the con- 
solation that may be found in the thanks of the republic they died 
to save. I pray that our heavenly Father may assuage the anguish 
of your bereavement, and leave you only the cherished memory of 



J UNic 185 

the loved and lost, and the solemn pride that must be yours to have 
laid so costly a sacrifice upon the altar of freedom. 
Yours very sincerely and respectfully, 

ABRAHAM LINCOLN. 

(Copy of the above letter hangs in one of the colleges of the 
university at Oxford as a bit of the purest, strongest prose in the 
English language.) 

THE HONEST FARMER 

There was a war in Germany long ago and thousands of soldiers 
were scattered over the country. A captain of cavalry, who had a 
great many men and horses to feed, was told by his colonel that he 
must get food from the farms near by. The captain walked for some 
time through the lonely valley, and at last knocked at the door of a 
small cottage. An old farmer answered the knock. He leaned on a 
stick. 

"Good-day, sir," said the captain; "will you kindly show me a 
field where my soldiers can cut the grain and carry it off for our 
army?" The old man led the soldiers through the valley for about 
a mile, and in the distance they saw a field of barley waving in the 
breeze. 

"This is just what we want. We'll stop here," exclaimed the cap- 
tain. 

"No, not yet," said the old man. "You must follow me a little 
further." 

After another mile or two, they came to a second field of bar- 
ley. The soldiers alighted, cut down the grain, tied it in sheaves, 
and rode away with it. 

Then the captain said to the old farmer : "Why did you make 
us walk so far? The first field of barley was better than this one." 

"That is true, sir," answered the honest old man; "but it was not 
mine." 

JUNE 

(From The Tempest) 

Where the bee sucks, there suck I ; 

In the cowslip's bell I lie ; 

There I crouch when owls do cry; 

On the bat's back do I fly. 

After summer merrily, 

Merrily, merrily, shall I live now, 

Under the blossom that hangs on the bough. 

— William Shakespeare. 



Memorandum 



For the; Sciiooe Room 



187 



» 



FOR THE SCHOOL ROOM 



m 



Sponge; and Saucer Gardens 

A wet sponge placed in a glass or a saucer will soon send forth 
a lovely green growth if it is sprinkled with grass or flax seed. Mus- 
tard seed is also very pretty. The sponge must be kept wet and in a 
fairly warm place. 

Pine cones make very pretty saucer gardens. Let the child gather 
his own cones, sprinkle them with as much earth as they will hold 
and set them in a saucer of sand. Sprinkle the cones with grass seed 
and water sparingly at first. 

A very pretty effect is secured by placing several' cones in the 
same saucer and sprinkling each with a different kind of grass seed. 

Turnip Baskets 

Take a large turnip, scrape out the center, leaving a rim about 
one inch thick. Fasten cords to the sides and hang it up. Plant 
some drooping vine in the turnip, and train part of the vine to run 
up the cord. The turnip will sprout and its curling green leaves will 
soon cover the turnip itself. 

Sweet Potato 

Perhaps the simplest bit of window gardening can be done with 
a sweet potato. Place one in a vase or glass." Almost cover it with 
water, leaving, perhaps, an inch standing up. Soon a beautiful vine 
will quite hide the vase. Care must be taken that the potato is kept 
well supplied with water and is not allowed to freeze. 



Acorns 

While not so decorative, an acorn suspended by a string above 
a glass of water is interesting. If kept so in a warm place for a week 
or two, a tiny root will run down into the water and a stem with 
glossy leaves will appear. 



188 The; Teacher's Guide Book 

Cocoons 

Be sure to keep your eyes open for cocoons. Tell the children 
they are mother nature's surprises, and ask them to bring them to 
school. Fasten them carefully against the wall where it is not too 
warm and some spring day the insect will come forth. 

Growing Plants 

Every school room should have its growing plant or plants. 
They should not be so numerous as to exclude the air and light. They 
should be well taken care of, dry, dusty, sickly plants are signs of 
carelessness and far from decorative. Delicate plants or shy bloom- 
ers should not be chosen for the school rooms. Geraniums and bulbs 
for sunny windows, begonias, hardy ferns for windows not so sunny, 
are perhaps the best plants to choose. Be sure to make the chil- 
dren feel that the plants belong to them and make them responsible 
for the daily care which the plants must have. Certain rows or certain 
classes may be in charge of certain windows for a stated time. 

An Aquarium 

Perhaps you have a glass tank or fish globe which you may use 
for an aquarium in the school room. Children as a rule like something 
larger and more like a pond. The following one can be built with very 
little expense or trouble : 

First saw from inch or three-quarter inch boards the two side 
pieces, which should measure four feet long by nine inches wide. 
It is a good idea before putting on the bottom to naihtwo or three 
temporary braces which will keep the sides a proper distance apart. 
Now nail on the bottom boards, which need not be as thick as the 
sides. Keep one end of the bottom boards flush with either of the 
sides, and when they are all fastened saw off the uneven ends. Putty 
up all the crevices in the tank and then give it two coats of good copper 
paint or roof paint, both inside and out. This will make the tank 
water-tight and also preserve the wood. 

Now dig a hole to accommodate the tank, selecting as shady a site 
as possible. Place the tank in this excavation and pack the earth 
tightly around it. On the bottom of the "pond" spread a layer of 
sand about an inch thick, and if you want to make a particularly 
pretty aquarium place a potted plant in the center of the tank and 
pile a few stones around it. Now slowly fill it with water, taking care 
to disturb the sandy bottom as little as possible. 

Not only can fish be kept in this "pond" but turtles and crawfish, 
who like to sun themselves. It is not a good plan to change the water 



For tiiic School Room 189 

often, as most persons who have aquariums do, but simply to replen- 
ish it as it evaporates. 

If you wish to keep frogs, it will be necessary to build a fence 
of galvanized wire netting about a foot high around the pond to 
prevent them from escaping. 

A Sand Box 

Nothing yet devised gives little children a safer and better pastime 
than a sand box. It will engross their attention for hours at a time 
and afford them unending pleasure in the open air, where they can dig 
and play to their hearts' content without being lured off by counter 
attractions. 

Now a pile of sand in the yard is not a very desirable thing, 
as the sand soon spreads and becomes mixed with dirt and rubbish, 
and before long the children are sitting on the bare ground; there- 
fore, if these objectionable features are to be avoided it will be neces- 
sary to confine the sand. But it is not enough just to make a large 
box for it; the box should be raised ten or twelve inches from the 
ground ; then the sand will dry quickly after a rain and it will be 
raised high enough to keep the dogs out and to make it harder for 
the cats to get in. 

If a wide and slightly sloping shelf is built all the' way around 
the top of the box there will then be places for toys, less sand will 
be thrown out and there will also be less danger of the children falling 
out themselves. Such a shelf will also prove a convenient seat for 
older people who assemble to watch the children, as its height will be 
about that of an ordinary chair. 

DICTIONARY WORK 

Pupils can only learn to use a dictionary by using it, and the 
sooner they develop the dictionary habit the better it will be for all 
concerned. Regular lessons in the use of the dictionary are essential, 
and in this, as in other lessons, drill is necessary. 

The first requisite for the study of the dictionary is the ability 
to find a word. Since the words are arranged in alphabetic order, 
pupils must become familiar with the alphabetic sequence of the let- 
ters before they are able to locate words readily. Accordingly, the 
study of the dictionary may be begun by asking such questions as : 

1. What letter in our alphabet comes before jf 

2. What letter next after t? 

3. Does o come before or after n? 

4. In what part of the dictionary are words beginning with m 
found? With d? With w? With k? 



190 The Teacher's Guide Book 

5. Copy the following words on the blackboard and require each 
pupil to arrange them in exact alphabetical order. 

6. Require the pupils to give attention, not only to the initial 
letter of each word, but also to other letters. 



1 


odor 


11 


cheque 


2 


prompt 


12 


era 


3 


gage 


13 


past 


4 


clamor 


14 


liter 


5 


danger 


15 


suffix 


6 


rumor 


16 


idolize 


7 


hearken 


17 


dike 


8 


although 


18 


pigmy 


9 


defense 


19 


gelatine 


10 


rip 


20 


axe 



(The spelling book will provide other lists for further drill.) 

In order to do this work promptly individual dictionaries will 
be necessary. The unabridged dictionary is necessary in the school 
room, because of its encyclopedia character, yet for the general use 
of the pupils the abridged editions are more convenient. 

By the time the pupils leave the fifth grade the dictionary habit 
should be well established. Finding words in the dictionary and 
reading the definitions should be given as a class exercise. The value 
of the diacritical marks should be carefully explained, as well as the 
meaning of all abbreviations. 

Such lists as the one given above can be used for an exercise in 
finding names from the dictionary definitions. Teachers must exer- 
cise care in seeing that the definition is understood. The using of a 
word in a sentence by the student is a good test. 

As students find unfamiliar words in literature, history, or geog- 
raphy, they should be urged to look them up in the dictionary. Re- 
member that you are to establish "the dictionary habit." 

FIFTEEN THINGS THAT MAKE AN IDEAL SCHOOL ROOM 

1. Teacher's desk in good order. 

2. Pupils' desks neatly arranged inside and out. 

3. All blackboards clean. 

4. Chalk trays clean. 

5. Floor clean. 

6. Erasers cleaned and conveniently arranged. 

7. Appropriate pictures on wall. 

8. Pleasant playgrounds. 

9. Pupils with happy faces. 



For the School Room 191 

10. Pupils interested in their work. 

11. Patrons interested in school work. 

12. Teacher in sympathy with environments of each pupil. 

13. Teacher's remarks concise. 

14. Pupils reading good books. 

15. Kach pupil receiving good training for the best citizenship. 

FORMULA FOR FUMIGATING A SCHOOLHOUSE 

Potassium Permanganate — 4 ounces. 

Formaldehyde — 16 ounces. 

Close all windows and doors ; close all cracks with rags or paper 
as corking. Put permanganate in small pan and place small pan in 
larger one. Under large pan place some bricks or flat stone. Pour 
formaldehyde over permanganate and leave room at once ; allow room 
to be closed for twelve hours, then open and. allow to air. This gas 
must not be inhaled more than is absolutely necessary. 

HEKTOGRAPH 

Purchase two pans about eleven by seventeen inches and one-half 
an inch deep, having one a little larger than the other, so that one may 
serve as a cover for the other. Also purchase : Glue, three ounces ; 
glycerine, fifteen ounces ; kaolin, three-fourths of an ounce. Soak the 
glue for twenty- four hours in eleven and one-fourth ounces of water, 
add glycerine and boil hard for twenty minutes, add kaolin, and set 
the pan in a perfectly level place to cool. Dip a cloth in cold water 
and wipe off the hektograph before using. 

To use the hektograph : write or draw the pattern distinctly on a 
smooth paper with a stub pen and with hektographic or copying ink. 
Lay the pattern face down on the hektograph and rub it carefully so 
that every part will come in contact with the pad. Allow this to 
remain about four minutes; removing it carefully you will find it 
leaves a reversed impression of the pattern. To make copies take dry 
sheets of paper and place on the reversed impression, press firmly 
and remove instantly. 

SUBJECTS FOR DEBATES 
For Lower Grades 

1. That all animals have intelligence. 

2. It is the duty of the church to provide amusements. 

3. That a barbarian is happier than a civilized man. 

4. That capital punishments should be abolished. 

5. Modern dress needs reform. 



192 The Teacher's Guide Book 

6. The pulpit exerts greater influence than the press. 

7. That a man cannot get rich honestly. 

8. That we are too fond of sports. 

9. That horse racing should be abolished. 

10. That rich relations are a greater trial than poor relations. 

11. That we should have a universal language. 

12. That vegetarianism is absurd. 

13. The export of coal should be restricted. 

14. The invention of gunpowder has been a curse. 

15. We learn more from observing than reading. 

16. That lynch law is never justifiable. 

17. That a hypocrite is worse than a liar. 

18. Corporal punishment should be abolished in the schools. 

19. There should be a tax on bachelors. 

20. That the middleman should be eliminated. 

21. That there is no yellow peril. 

22. That we should have individual communion cups. 

SUBJECTS FOR DEBATE 
Miscellaneous 

1. Written term examinations should be abolished. 

2. Manual training should be included in all grades above the 
fourth. 

3. Government seed distribution should be continued. 

4. The execution of Major Andre was justifiable. 

5. The honor system should be adopted in all examinations. 

6. Public libraries, museums, and art galleries should be opened 
on Sundays. 

7. Public libraries should forbid the circulation of novels until 
two years after publication. 

8. Gymnasium should be compulsory in all schools. 

9. Indians should no longer be treated as wards of the gov- 
ernment. 

10. The execution of John Brown was justifiable. 

11. Vivisection, involving pain, should be prohibited by law. 

12. The standing army of the United States should be increased. 

13. Women should be allowed to vote in school elections. 

14. Letter postage should be reduced to one cent. 

15. Every male citizen in the United States should be compelled 
to serve at least two years in the militia. 

16. The best way for a nation to promote peace is to be con- 
stantly prepared for war. 

17. Home rule should be granted to Ireland. 



For the; School Room 193 

18. The wages of men and women should be the same for the 
same work performed. 

19. For the state of , high license is preferable to prohibi- 
tion. 

SUBJECTS FOR DEBATE 
Political 

1. The term of office of the president of the United States should 
be six years. 

2. United States senators should be elected by popular vote. 

3. The United States should construct its war ships. 

4. The United States should permanently retain the Philippines. 

5. Members of the state legislatures should be forbidden by law 
to accept free passes on any railroad. 

6. A system of compulsory voting should be adopted in the United 
States. 

7. The number of representatives to congress should be re- 
duced. 

8. The federal government should buy and operate the telegraph 
system. 

9. Men and women should have equal suffrage. 

10. Postmasters should be elected by popular vote. 

11. The annexation of Cuba to the United States would be for 
the best interests of Cuba. 

12. The present law relating to Chinese immigration should be 
amended to include the Japanese. 

13. The United States should have exclusive jurisdiction over 
Behring Sea. 

14. The present administration is spending too much money on 
the navy. 

15. The president of the United States is justified in calling out 
the militia to quell labor troubles and other local disturbances, with- 
out the consent or request of state authorities. 

16. In the United States the jury system is not the best means 
of serving the ends of justice. 

MOTTOES 
It certainly is the duty of the teacher to make the school room 
as pleasant and attractive a place as possible. To this end, mottoes 
hung on the wall or drawn on the blackboard, so that they may be 
plainly seen by all the children, serve to make a beautiful school room. 
I give here an alphabet of Old English text which I think is the 
most decorative, but the Roman could be used as well. Any letter 



194 



The Teacher's Guide Book 



may be made larger or smaller than the copy by drawing light or 
dotted lines, both perpendicularly and horizontally across the copy, 
thus putting the copy in squares. Then take your paper or black- 
board and put it in squares also, making your squares twice or three 
times the size of the copy if you wish it larger, but only half or one- 
third the size if you wish it smaller. Copy one square at a time. Mot- 
toes may be written entirely of capital letters or of both capital and 
small letters. I have selected some mottoes which could be used to 
advantage. 

Patience opens all doors. 
Perseverance is the road to success. 
A work well begun is half done. 
Patience is powerful. 





For the School Room 



195 



Look before you leap. 

Find a way or make a way. 

Youth is life's seed time. 

Think deep, not loud. 

Am I doing right ? 

God sees me. 

Work teaches us to be faithful. 

Constant occupation prevents temptation. 

Make hay while the sun shines. 

Do all the good you can and don't make a fuss about it. 

Do you know it, or only think you do? 

Think the truth, speak the truth, act the truth. 

Come, work together with a hearty good will. 




196 The Teacher's Guide Book 

LESSON ON TEMPERANCE 

What is temperance? Every child will answer, "Temperance is 
not to drink whisky, beer, or wine." But is this the right answer? 

Some one has most truly said that temperance is simply self con- 
trol, obedience to law, right feeling, clear knowledge. So when you 
tell the children the very bad effects of alcohol in their systems (often 
bringing on complete unconsciousness), do not fail to impress upon 
their minds the necessity of self control; then the temperance lesson 
has accomplished something. » 

We have only to read the newspapers to learn how drunken 
people have been run over by the train, because they were too intoxi- 
cated to get off the track. How engineers only a little under the in- 
fluence of liquor have been reckless and wrecked a whole train and 
killed many people. Of course he had to be discharged, for no rail- 
road company will keep in their employ a man who drinks ; it is too 
expensive, they cannot afford to do it, and the man who loses his 
place cannot hope to get another with another railroad company. If 
he had only been able to practice self control his intemperance would 
never have ruined him. The teacher must at the same time impress 
upon the minds of the children the blessings that accompany right 
doing. Why emphasize the bad instead of the good? 

QUESTIONS 

Why should the engineer be temperate? 
Why should the pilot be temperate? 
How can we be temperate? 

WHY TEACHERS FAIL 

1. Lack of sympathy with child. 

2. Ideals on too low a scale. 

3. Lack of preparation, and thus unable to create interest. ' 

4. Too much attention paid to matters outside of school life. 

5. Not progressive. 

6. No emphasis placed on important points in lessons. 

7. Lack of ambition, too much self satisfaction. 



Memorandum 



Memorandum 



Picture Study 



197 



PICTURE STUDY 



'We are so made that we love 

First, when we see them painted, things we have passed 
Perhaps a hundred times, nor cared to see ; 
And so they are better painted — better to us, 
Which is the same thing, art was given for that ; 
God used us to help each other so, 
Lending our minds out." ■ — Browning. 



A SUGGESTED STUDY FOR EACH MONTH 

September — A Primary School in Brittany Geoffroy 

October — The Balloon Dupre 

November — Pilgrims Going to Church Bonghton 

December — Holy Night Correggio 

January — The Sheep Fold Jacque 

February — Washington Crossing the Delaware Leutz 

March — Feeding Her Birds Millet 

April — Lake Villa D'array Corot 

May — Song of the Lark Breton 

June — The Horse Fair Bonheur 



198 



The Teacher's Guide Book 




Picture Study 



199 




The Balloon — Duprc 



200 



The Teacher's Guide Book 




Picture Study 



201 




Holy Night — Correggio 



202 



The Teacher's Gutde Book 




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Picture Study 



203 




204 



The Teacher's Guide Book 




Feeding Her Birds — Millet 



Picture Study 



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206 



The Teacher's Guide Book 




Sons: of the Lark — Breton 



Pjcture Study 



207 




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208 The; Teacher's Guide Book 

A Primary School in Brittany 

Gcoffroy 

Jean Geoffroy is a living French artist, and one of the greatest 
painters of children. He was first an engraver, but saved money 
and came to Paris to study art. From the first he was successful 
and he is now a rich man, but he chooses to live in a plain house in 
the suburbs of Paris close to the school that has inspired so many of 
his pictures. He is shy with grown-up people, but not with the chil- 
dren of the neighborhood who all love M. Geoffroy. Does he not give 
them cakes, flowers, and paint them in lovely pictures? 

Questions 

Of what is this a picture? Why do you think so? Is it like your 
school room? Are the children's clothes like yours? How many 
classes of children are there? What is each doing? Do you like the 
picture? Why? Are the children trying hard to learn their lessons? 
What hangs on the school room wall? What language do these little 
boys speak? (French.) Do all write their lessons on slates? Does 
the teacher look kind ? Does the teacher sit or stand ? I think they 
are very industrious and well behaved children, don't you? 

The Baeloon 
Dupre 

Julien Dupre, born March 17, 1851, is a French landscape and 
figure painter who has steadily grown in popularity since he sprang 
into notice during the Centennial of 187G. His name should not be 
confused with Jules Dupre, who was a friend of Rousseau and one 
of the Barbizon school. 

Julien Dupre studied under Pils Henri Lehmann and Langee and 
received medals from the Salon of 1881, and the Paris Exposition 
in 1889. He was made a member of the Legion of Honor in 1892. 
Dupre is a painter of peasant life and has a style which is simple, frank, 
and strong in individuality. He is noted for his draughtsmanship 
and bis ability to observe nature. 

"The Balloon" is one of Dupre's best known pictures and hangs 
in the Metropolitan Museum of Art, New York city. "The Pas- 
ture," another one of Dupre's paintings, hangs in the Museum of 
Art, St. Louis. Missouri. 

In the picture of "The Balloon" Dupre has painted a picture of 
French peasant life and more than that, it can be considered an his- 



Picture Study 209 

torical picture in that during" the Franco-Prussian war, which began 
in 1872, the balloon played such a prominent part in French history. 
This balloon, which is certainly an object of great interest for the 
time being, but will very soon float gracefully out of sight, may be 
one of those war balloons. 

Notice how the artist has represented each member of the group. 
I judge that this is a family which has stopped work to look intently 
at this uncommon sight. The father is the only one who wears a 
hat while the mother is shading her eyes with her hand. Then there 
is the elder son who is on his knees surrounded by the hay. The 
daughter is also there, with rake in hand, a type of sturdy woman- 
hood. While a younger daughter, under a nearby tree, and a little 
boy are intently looking upward. They have all been very busy, as 
may be seen by the hillocks of hay around them. 

In addition to the interesting figures in the picture, notice the beau- 
tiful landscape in the background — fences, trees, and hills. The sky 
is so clear, and one can see such a great distance. I imagine it is 
the middle of the day. 

Questions 

What are these people doing? What has each been doing? How 
long have they been at work? What time of day is it? How do you 
know ? What are they watching ? Is everyone in the picture repre- 
sented as watching the balloon? Where is the balloon? What is 
the center of interest? In what country do these people live? To 
what class of people do they belong? (Peasant class.) Do the chil- 
dren in the picture help their father and mother? Count the persons 
in the picture. Are the hills in the background beautiful? Is there 
more sky than earth in the picture? What kind of trees in the back- 
ground? (Lombardy poplars.) Wdiere have you seen a balloon? 
Where have you seen haymakers? Did you notice the fragrance of 
the new mown hay ? Compare haymaking as represented in this pic- 
ture to the present methods. Name some other pictures painted by 
Dupre. 

Pilgrims Going to Churcpi 

Boughton 

George Henry Boughton was born near Norwich, England, in 
1833. His parents came to the United States in 1839 and settled in 
Albany, N. Y., where Boughton worked in his brother's hat factory 
although he spent more time in making clever pen sketches than in 
learning his trade. 



210 The Teacher's Guide Book 

He was once given some money with which to buy fish hooks, but 
saw some paintings in the window of a shop which he was passing ; 
he spent his money for paint and a small piece of canvass, and, without 
help or lessons, painted pictures which astonished those who saw them. 

In 1853 he went to London and Paris to continue his studies. 
While in Paris he received much assistance from Edmund Freere. 
In 1867 Boughton made his permanent home in London, but exhibited 
his pictures in the United States and found many patrons in our own 
country. He was very fond of painting from the lives of the Ameri- 
can colonists, and also wrote for magazines and illustrated his stories 
with taste and skill. He became an associate member of the Royal 
Academy, London, in 1879, and became a member in 1896. His death 
occurred in London in 1905. 

Some of his best pictures are: "Hay Plarvest in Brittany," "Way- 
side Devotion," "Pilgrim Exiles," "Pilgrims Going to Church," "Re- 
turn of the Mayflower." 

Questions 

Describe this picture. Where are these people? Who are they? 
Why do they look so sad? (Tell the Pilgrim story.) Which figure 
do you like best? Why? What time of the year is it? Why do 
the men carry guns? Why do the men walk before and behind the 
women and children? How does the dress of this boy and girl differ 
from yours? What kind of trees in the distance? In what part of 
the United States is this picture supposed to be taken? 

PIoly Night 

Correggio 

Correggio (1494-1534) whose real name was Antonio Allegri, 
received this name Correggio from his birthplace. Pie was the son of 
a tradesman in comfortable circumstances. Pie was carefully educated 
and received some instruction in art from his uncle, but led an isolated 
life as far as intercourse with other artists is concerned. He is said 
to have exclaimed on seeing Raphael's Saint Cecilia, the only great 
picture he ever saw, "I, also, am a painter!" He was the first artist 
to attempt the painting of a large cupola. The fact that the figures 
must be viewed from below necessitated bold foreshortening. His con- 
temporaries did not appreciate his wonderful work, and called the 
cupola decoration "A Hash of Frogs." But Titian said on seeing the 
picture, "Reverse the cupola, and fill it with gold, and even that will 
not be its money's worth." 



Picture Study 211 

By some he is considered the seventh greatest artist in the world, 
although he really belongs to no school of painting. Correggio was 
a painter of joy and always portrayed religious subjects. There is a 
story that Correggio's death was caused by the fatigue of carrying from 
Parma to Correggio a bag of copper coins paid him for a picture. 

Questions 

Why is the picture called Holy Night? Where does the light 
come from ? What feeling does the face of the mother show ? Where 
is Joseph? Just what time of night is it? Why? Who are the men 
on the left? Who are those above? How does the picture make you 
feel ? What has the man in the foreground in his hand ? Why ? What 
do you see through the open window? 

The Sheep Foed. 
Jacque. 

Charles Emil Jacque, a French painter, was born in Paris in 1813. 
He first became known as an engraver. After first studying law, he 
served for seven years in the army, but he always loved to paint or 
engrave, and was strictly a painter of animals and farmyard scenes, 
and was sometimes called, "The Raphael of the Pigs," because his 
pictures of them were so lifelike. Jacque was, however, the greatest 
painter of sheep, and the wool of his sheep looks as though it could 
be sheared. 

His canvasses are small, and his workmanship broad and mas- 
culine 

He received the decoration of the Legion of Honor, in 1867. It is 
told of him, that, having bought an old dog for a model, his neighbors 
thought he must have a fondness for old dogs, and brought them to 
him in such numbers that he could hardly find a place for them. He 
died in 1894. His picture of "The Sheep Fold" hangs in the Metropol- 
itan Museum of Art, New York City. 

Questions 

What do you see in this picture ? How does nature prepare sheep 
for winter? What time of the year is it? Why? What does the 
farmer do for the sheep in winter? Is this sheep fold old or new? 
Are there any little lambs in this picture? For what are the racks 
along the wall used? What do you see in the central foreground? 
(Sheep drinking.) How many chickens do you see in the picture? 
What is hanging against the wall above the hay racks? Do the sheep 
look contented? Are they well fed and housed? 



212 The Teacher's Guide Book 

Washington Crossing the Delaware 
Leutz 

Emanuel Leutz, German-American artist, was born in Gemund, 
Wurtenburg, Germany, May 24, 1816. At a very early age with his 
parents he came to America and settled in Philadelphia, but soon 
after moved to Fredericksburg, Virginia. 

When quite young, Leutz showed talent as an artist and received 
his first instruction in art from J. A. Smith, a portrait painter of 
Philadelphia. In 1810, when Leutz was twenty-four years of age, 
one of his pictures attracted much attention, thereby procuring for him 
several orders and enabling him to go to Dusseldorf, where he studied 
art at the Royal Academy under the famous Lessing. Later he went 
to Venice and Rome to study, but soon returned to Dusseldorf where 
he married and lived there for fourteen years. 

Leutz especially devoted himself to American, Spanish, and Eng- 
lish historical subjects. His pictures of the American Revolution 
were very famous and brought him many orders from this country. 

In 1860 he was commissioned by congress to decorate a stair- 
case in the Capitol at Washington. This was a large composition and 
he called it, "Westward the Star of Empire Takes Its Way." 

Some of his best known pictures are: "Columbus in Chains," 
"Cromwell and His Daughter," "The Court of Queen Elizabeth," 
"Henry VIII and Anna Boleyn," and "Columbus at the Council of 
Salamanca." 

"Washington Crossing the Delaware" is considered the best work 
of Leutz and hangs in the Metropolitan Museum of Art, New York 
city. 

Emanuel Leutz died in Washington, D. C, July 18, 1868. 

Questions 

Can you count the people in the picture? About how many are 
there? Find George Washington. What time of the year is it? Is 
the river dangerous? Why? Why is it necessary for the soldiers to 
cross the river? (Tell the story of Washington's attack on the Hes- 
sians at Trenton.) Is the boat crowded? Are the men working hard? 
What is the man at the bow or in front doing? At the stern or rear? 
Are these brave men? Why do you think them brave? Who is 
their leader? Tell something you know about him? What is the 
name of this river? Find it in your geography. What does the 
man who stands just behind Washington carry? Is that flag exactly 
like our flag of to-day? Tell the difference. Tell what you see in 
the background. Do you like the picture? If so, why? 



Picture Study 213 

Feeding Her Birds. 

Millet 

"Now and again on a patch of barren soil one can see figures hoe- 
ing and digging. From time to time, one will rise and straighten 
his back and wipe his forehead with the back of his hand. Thou 
shall eat thy bread in the sweat of thy brow. This is not the gay 
and jovial work that some people would make us believe it is, but it 
is to me true humanity and great poetry none the less." (From a 
letter from Millet to Senser.) 

Jean Francois Millet (1814-1878) was the son of poor French 
peasants. His grandmother called him Jean for his father, and Fran- 
cois for St. Francis of Assisi, who loved all living things and talked 
with the birds. Millet's grandmother loved him tenderly and in the 
morn waked him gently with "Wake up, my little one; you do not 
know how long the birds have been singing the glory of God !" The 
boy was handsome and strong. The clergyman of the village taught 
him Latin and he was an apt pupil. His father, a natural musician 
and a lover of nature, sympathized with his love for drawing and helped 
him find a master. Millet went to Paris to study with Paul Dela- 
roche. The city students could not understand him and called him 
"Man of the woods." Pie had a hard struggle to get along. His pic- 
tures did not sell. He was ready to paint sign-boards. He said, "Let 
no one think he can force me to pettify my types ; I would rather 
do nothing than to express feebly. Give me signboards to paint, give 
me yards of canvas to cover like a house painter, but let me imagine 
and execute my own work in my own way." He left Paris for Bar- 
bizon where he lived in a small peasant's house of three rooms. He 
spent his mornings working the garden or field digging, planting, or 
sowing. In the afternoon he worked in his studio. In this way he 
spent years but recognition came to him at last and in his lifetime, 
and his fame has steadily increased since his death. All his works 
show a knowledge of the poetry and dignity that reside in the work of 
the humble. 

Questions 

What is this mother doing? Who are the birds? Are these chil- 
dren rich? Why? Are they happy? Did Millet love humble folk? 
Name another picture by Millet. Which picture do you like best? 
Do you think Millet has his own little girls in mind? How many 
children had he? (Nine.) Can you give the names of some of his 
other pictures. "Woman Churning," "A Sheperdess Knitting," "Feed- 
ing Her Hens." 



,j14 The Teacher's Guide Book 

IvAKE VlELA D'ARRAY 

Corot 

The year's at the spring, 

The day's at the morn; 

Morning's at seven 

The hillside's dew pearled ; 

The lark's on the wing; 

The snail's on the thorn; 

God's in His heaven — 

All's right with the world ! — Browning 

Camille Corot (1796-1875) was the son of a prosperous hair- 
dresser and court modiste at the court of Napoleon I. After a high 
school education Camille became a clerk in a dry goods house, but 
he was not satisfied, and begged his father to permit him to become 
a painter. His father with reluctance consented, and gave him an 
income of one thousand five hundred francs ; that very day Corot 
established his studio in the center of Paris near his father's house. 
For twenty-five years he worked and studied unhampered by the 
necessity of earning money. When at fifty he received the Cross of 
the Legion of Honor, his father, who still regarded him as a child, 
doubled his allowance, saying, "Well, Camille seems to have talent, 
after all." A man of the greatest gentleness, Corot could give a re- 
buke, as the following story will show : 

A presumptuous artist was sketching near him one day. "Why 
do you omit something from your sketches, and insert others?" the 
fellow asked; "that tree is not in the landscape." "Do not tell," said 
Corot, "but I put it in to please the birds." 

This artist has been called the tenderest soul of the nineteenth 
century. When his body was being borne from his house in the 
Faubourg Poissoniere, a passerby asked who was being buried. A 
shop-woman standing by said, "I do not know his name, but he was 
a good man." 

Questions 

What do you see in this picture? In what country could you 
find a landscape similar to this? It is the home of whom? (Balzac.) 
What is the season of the year? Millet and Corot are both French 
artists; how are they different? What class of people did Millet 
paint? (Working class.) Tell what each person in the picture is 
doing. Is the water clear? How do you know? 



Picture Study 215 

Song of the Lark 
Breton 

Jules Breton (1827-1906) was of wealthy and intelligent par- 
ents. At the age of six Jules determined to be an artist. This is the 
more remarkable in that there was no art in his native town, and the 
only painting he had ever seen was the restoration by green paint 
of four statues of the four seasons on his father's ground. 

He was sent to a religious school when ten years old. One day 
he made a drawing of his favorite dog, Coco, dressed in cassock, 
standing on his hind feet with a book in his paws. Underneath he 
wrote, "The Abbe Coco reads His Breviary." This was seen by one 
of his teachers. Little Jules was asked, "Did you do this through 
impiety, or to laugh at your masters?" Poor Jules did not know, but 
said trembling, "Through impiety." His master whipped him. This 
undeserved punishment caused him to be sent to a school where his 
artistic ability had a better chance to be developed. He always worked 
hard and merits the success he won. 

Breton was a painter of peasants, and was said to give dignity to 
labor. Some of his single figures are especially strong. It is said 
that no French artist of the nineteenth century had a more unanimous 
acknowledgment of his merit than did Jules Breton during his life- 
time. 

Questions 

Who is the figure? Is she strong? What is the season? What 
is the time of day? How do you know? How does the girl feel? 
Contrast this girl with Millet's Shepherdess. What does she carry 
in her hand? What is she preparing to do? What does she hear? 
Is she pleased? 

The Horse Fair 
Bonheur 

Rosa Bonheur (1822-1899) was the most distinguished of a fam- 
ily of French artists, all of whom said with pride, "My father taught 
me." Rosa used to play truant from school and spend hours lying 
on the grass, gazing at the sky or drawing with a stick in the dust. 
She loved best to draw the animals about her. 

At first she was apprenticed to a milliner, but to her great joy 
her father arranged that she should attend a boarding school in which 
he taught. It is said she was very mischievous, making caricatures 
of both teachers and pupils, and attaching these to the ceiling by 
means of thread and a pellet of bread. For such tricks she was often 
punished, but everybody loved her. 



216 The Teacher's Guide Book 

Rosa Bonheur, Landseer, and Murillo are sometimes called the 
children's artists. Mr. Hamerton says that Rosa Bonheur became the 
most accomplished female painter who ever lived, and can hardly 
be too much admired. She was noted for her generosity to others and 
many stories are told of her simple tastes and habits of life. After 
her removal to Paris she roamed about the stockyards, slaughter houses, 
and streets to learn of people and of all the animals which she wished 
to paint. 

Her father who had taught her had the happiness of knowing 
before he died that his daughter had attained success and fortune. 
She did not paint many large canvasses, only moderately large ones ; 
but when she painted animals it seemed that you could see them en- 
dued with life. She was the first woman to be decorated with the 
Cross of the Legion of Honor. The Empress Eugenie, who was re- 
gent during the absence of Napoleon, rode out to Fontainbleu one 
day, surprised Rosa Bonheur at her work and kissed her. After the 
empress had left, Rosa Bonheur found the cross pinned to her blouse. 
The French consider "Ploughing" her masterpiece. "The Horse Fair" 
hangs in the Metropolitan Museum, New York city. This picture has 
been exhibited all over the world. It was painted in 1852 when she 
was thirty years of age, and is considered one of the world's master- 
pieces. 

Questions 

What kind of horses are these? What colors? Can the grooms 
control them? What building do you see in the distance? (Dome of 
the Invalides.) Which horse is the most life-like? Which looks 
the most spirited? 



Games 



217 



GAMES 



Games have a positive educational influence that can be appre- 
ciated only by one who has observed their effects. Children who are 
slow and dull, who observe but little of what goes on around them, 
who react slowly to external stimuli, who are in short slow to see, 
to hear, to observe, to think, and to do, may be completely transformed 
by the playing of games. 

The sense perceptions are quickened ; a player comes to see more 
quickly that the ball is coming toward him, that he is in danger of 
being tagged ; that it is his turn to play, that he hears the footsteps 
behind him, or his name or number called, he feels the touch on the 
shoulder or in innumerable ways is aroused to quick and direct recog- 
nition of and response to things that go on about him. 

The clumsy, awkward body becomes agile and expert, the child 
who tumbles down to-day will not tumble down to-morrow or next 
week; he runs more swiftly, dodges with more agility, plays more ex- 
pertly, in every way showing a muscular development. 

The social development through games is fully as important and 
as pronounced. Many children either because of lonely conditions 
at home, or through some personal peculiarity, do not possess the 
power to co-operate readily and pleasantly with others. Many of 
their elders lack this faculty also and there is scarcely anything that 
can place one at a greater disadvantage in business, society, or in any 
of the relations of life. Peculiar, unsocial, even disliked children 
who have come into a new power of co-operation have become popular 
with their playmates through the influence of games. The timid, 
shrinking child learns to take his turn with others. The bold, selfish 
child learns that he may not monopolize opportunities of others. The 
unappreciated child gains self-respect and the respect of others through 
some peculiar skill that makes him a desired partner or respected oppo- 
nent. He learns to take defeat without discouragement and to win 
without undue elation. In many ways the dormant powers for social 
co-operation are developed, reaching the highest point at last in team 
games where self is subordinated to the interest of the team, and 
co-operation is the very life of the game. Most important of all, how- 



218 The; Teacher's Guide Book 

ever, is the training of the will. The little child entering school has 
very little power of restraint and self control which is the highest as- 
pect of the will, the latest to develop. To see a thing he would like 
is to try and get it; to want to do a thing is to do it; he acts im- 
pulsively; he does not possess the power to restrain movements and 
to deliberate. There is no agency that can so effectively and natur- 
ally develop the power of self restraint as games. The rules and 
regulations require self control, and as the child grows older the 
games grow more complicated, requiring greater control, such as not 
playing out of one's turn, not starting over a line in a race until the 
proper signal. To be able, in the emotional excitement of an intense 
game or a close contest, to observe rules and regulations, to choose 
under such circumstances between fair and unfair means, and to act 
on the choice is to have more than a mere knowledge of right and 
wrong. 

I would like to make a special point of the playing together of 
adults and children. The pleasure to the children on such occasions 
is small compared to the pleasure and benefit that may be derived by 
the grown-ups. All the games I know would better be played with 
adults and children than with just the children. Certainly the teacher 
of any grade should never hesitate from questions of personal dig- 
nity to participate in the play of the children. Nothing can more 
quickly gain the respect and affection of a child than such participa- 
tion. In schools where there is necessarily so much formal discipline, 
one of the most valuable effects of games is to produce a more sym- 
pathetic relationship between teacher and pupil. "Come, let us play 
with the children," the apostles of Froebel teach us, and the with 
should be emphasized. 

The choice of games to be played should frequently be left to 
the suggestion of the players. Get the playing value out of games. 
The result of this and the test of it will be the amount of sport and 
interest in the game. Do not make the games serious, get laughter 
and frolic out of them. Encourage timid pupils, see that the selfish, 
capable children do not have the lion's share of the play. The oppor- 
tunities should be equally distributed. Encourage each pupil to be 
alert, to see when it is his turn, and be quick to, play. Every game 
should be a sense training game, developing quick perception and quick 
and expert reaction. Teach players to play to win, with all their 
might and main, but with this cultivate a sense of honor. A player 
should scorn reward not based on merit. 

Let us then with the children open wide these gates with games, 
enter in and possess the land bright with the sunshine of happy faces 
blooming with rosy cheeks, and ringing with glad shouts and happy 
laughter. The land where I am quite sure the blue flower is oftenest 
found. 



Games 
INDOOR GAMES 



219 



Jack Be Nimble; 

Put candle in candlestick in the middle of the room. One child, 
who is Jack, tries to jump over it while the children sing or recite : 

Jack be nimble, Jack be quick, 
Jack jump over the candlestick. 

Bean Bag Target 

First, three circles are drawn on the floor, one inside the other; 
then each child throws the bean bag. If it stops in the inside circle 
it counts fifteen, inside the next circle ten, and inside the next five. 
The child throwing stands on a given line. This may be played by 
children dividing into two equal sides, captains keeping the score. 

Passing Objects 

The children sit the same number in each row. A number of 
objects are passed one at a time, from one child to another, down each 
row. The row that gets all the objects passed from the front seat 
to the back seat first wins. 

The Mieeer 

Players choose partners, with one or several players in the center. 
They link arms, marching aiound the circle by twos. At the singing 
of the last line the "Millers" in the center try to secure partners, 
while the couples are changing. If successful, the ones whose part- 
ners have been taken enter the circle and the game continues. Play- 
ers sing the following song: 



THE MILLER. 



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Hap-py is the mil - ler who lives by the mill, The mill turns round with a 
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free good will, O. one hand in the hop - per and the oth-er in the sack 



mi J H I 



The la -dies step for -ward and the gents step back. 



220 



The Teacher's Guide Book 



Hot Potato 

Children sit in circle driving ball from one to another, using only 
inside of hand; playing that the ball is a hot potato and never pick- 
ing it up. 

Did You Ever See a Lassie 

All the players form a circle, clasping hands. They circle around, 
singing the first lines of the verse. While they are doing this, an odd 
player stands in the circle and indicates some motion which he wishes 
them to imitate. During the last two lines of the verse the players 
stop, drop hands, and imitate the motion chosen in time to the sing- 
ing. 

DID YOU EVER SEE A LASSIE. 
[May be sung to the tune of " Lieber Augustine."] 



i fr». j i m ^ ^ niT^ i j , i j^auj j=i 



Did you ev-er see a las-sie, a las-sie, a las-sie, Did you ev - er see a 



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Las - sie do this way and that? Do this way, and that way, and this way, 



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and that way? Did you ev-er see a las-sie do this way and that? 

Sense Game of Sight 

Two children play this game at a time. One child hides his eyes, 
and teacher pins any colored ball or cloth on another child's back. 
The child who hid his eyes tries to find what colored ball is pinned 
on the other child's back, while child with ball on his back moves 
and jumps to avoid the child seeing the ball. This game also teaches 
color. 

Sense Game oe Memory and Sight 

Place different objects in a row on the floor. One child leaves 
the room, and after he has gone, rearrange objects. Child returns 
and adjusts objects in their original position. This may also be 
played by having pupils change seats and child who left the room may 
adjust. 

Sense Game oe Feeljng 
Have child hide eyes, then allow him to feel different materials 
and objects, telling whether it is cold, hot, soft, hard, etc. 



Games 

THE MUFFIN MAN. 



HH^n J iiu J i J u n 



221 



Oh, have you seen the muffin man. The muffin man. the muf • fin man. 



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Oh, have you seen the muffin man thact lives in Dru ry Lane, O? 






fe J. Jli-i-4 



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Oh, yes, I've seen the muf - fin man, the muffin man, the muf fin man 



j j- j m e-^ 



m 



Oh, yes, I've seen the muf-fin man That lives in Dru-ry Lane, 0' 

The players stand in a circle with one or more in the center. 
They dance around, slide, step, and sing the first two lines of the 
verse. They then stand still while the players in the center choose 
each a partner, who enters the circle with them. They then cross 
and clasp hands and dance around to the singing of the last two 
lines. The slide waltz step in time to the music is appropriate. 

Sense Game oe Sight and Memory 

One child touches an object. Second child touches that object 
and another. Third child touches same two objects and a third ob- 
ject. Fourth child touches same three objects and a fourth, and con- 
tinue in this way until ten or twelve objects are touched. Children 
must touch in right succession and count out loud as he touches. 

Sense Game oe Sight 

Tie red paper on one end of a stick and blue on the other end. 
One child stands in the front of the room. When he holds the red 
end of the stick up, the boys stand ; when the blue end the girls. The 
child in front tries to catch the children. This game teaches agility, 
and cultivates the sense of sight. 



222 



The Teacher's Guide Book 



Mulberry Bush 

The players stand in a circle, clasp hands and circle around sing- 
ing the first verse. In the second and alternate verses the action 
indicated by the words is given in pantomime. In the words of the 
chorus, the players spin around very rapidly. Words and music fol- 
low: 



bA± p, I s * N h I h i J . J - — fv — ,-- i f~~r~fH — — r~ s P ~ fr i 

i / r. *q I I I g 3 • 3 .J * ~ m • J j — * j * ~ ~a « — ^ H — 

^ I- I H- f- * « I * : * « ' gf- "3 fc 3^ 

4 w« r j S r i r ' i J r • i n r »• r T~r 



ffff^N 1 




Chorus : 



Che 



Chorus 



Ch 



or us 



Chorus : 



Chorus : 



Here we go, round the mulberry bush, 
The mulberry bush, the mulberry bush. 
Here we go, round the mulberry bush, 
So early in the morning. 

This is the way we wash our clothes, 
We wash our clothes, we wash our clothes, 
This is the way we wash our clothes, 
So early Monday morning. 

This is the way we iron our clothes, 
We iron our clothes, we iron our clothes, 
This is the way we iron our clothes, 
So early Tuesday morning. 

This is the way we scrub the floor, 
We scrub the floor, we scrub the floor, 
This is the way we scrub the floor, 
So early Wednesday morning. 

This is the way we mend our clothes, 
We mend our clothes, we mend our clothes, 
This is the way we mend our clothes, 
So early Thursday morning. ^ 

This is the way we sweep the house, 
We sweep the house, we sweep the house, 
This is the way we sweep the house, 
So early Friday morning. 



Games 



095 



This is the way we bake our bread, 
We bake our bread, we bake our bread, 
This is the way we bake our bread, 
Chorus : So early Saturday morning. 

This is the way we go to church, 
We go to church, we go to church. 
This is the way we go to church, 
Chorus : So early Sunday morning. 

This is the way we go home from church, 
Go home from church, go home from church, 
This is the way we go home from church, 
Chorus: So early Sunday morning. 

THE KING OF FRANCE. 



^^ 



it 



i i jj 



b M *- 



The King of France with for - ty thousand men 



g Ul j | J 



# 



K: 



m 



March-ed up the hill and then marched down a - gain. 

The players stand in two rows facing each other, each row 
having a leader, who is the king leading his army. The players imi- 
tate the motion given by the kings, who take turns at singing the 
verse, at the same time march forward at the first line of the verse 
and back to their places during the second line, indicating the mo- 
tion that is to be taken by all. The verse is then sung by both groups, 
advancing toward each other and retreating. Variations appropriate 
to an army of men may be used such as 

Rode his horse. 
Filled his canteen. 
Drew his sword. 
Fired his gun. 
Shouldered arms, etc. 



Post 

Arrange the chairs in a large circle, while one child chosen for 
postman stands blindfolded in the center of the circle. Each of the 
others must now take a name of some city or town. When ready 
to begin postman calls, "A letter is going from Washington to Lon- 
don," and the children who have chosen these names change places, 
while the postman tries to catch one. Who ever is caught must be 



224 



The Teacher's Guide Book 



postman. If the postman calls, "All the letters are going," everyone 
must change his seat, and there is a general scramble, in which some 
one is sure to be caught. 

Sense Game oe Feeeing 

One of the children blinds his eyes, and goes into the center of 
the circle. Then a child is chosen from the circle to put different 
objects into his hands and by feeling the child that is blindfolded 
guesses what the object is. The children all recite: 

Though your eyes are blinded, 
And fingers cannot see, 
Just feel this well, dear- 



And tell what it may be. 

When the child has guessed the object, the child who put the 
object into his hand takes his place. 

OUT-DOOR GAMES 

Catch the Squirree 

Players stand opposite their partners in two lines, leaving a wide 
space between. At the singing of the first two lines the two players 
at the head of the line cross hands and walk up and down the center. 
At the singing of the second line they alternate around the outside 
of the lines, going in opposite directions around their respective lines. 
During the last verse the player from the line who is to catch the 
squirrel chases it around. He tries to accomplish this without leav- 
ing his own side around which he circles, running fast enough to catch 
the squirrel as it turns at either end of the line. 

CATCH THE SQUIRREL. 



Pf i J ff'i l j.J I .Jj^J^ 



Up and down the cen-ter we go, Up and down the cen-ter we go, 

Round and round the ring we go. Round and round the ring we go. 
Now is the time to catch your squir-rel, Now is the time to catch your squirrel, 

Run a little fas - ter if you please, Run a little fas - ter if you please, 



i 



f^? 



s: 



^ 



H 



^? 



Up and down the cen-ter we go, On a fros - ty morn - ing. 

Round and round the ring we go, On a fros • ty morn - ing. 

Now is the time to catch your squir-rel, On a fros - ty morn - ing. 

Run a little fas - ter or you'll freeze, On a fros - ty morn - ing. 



Games 225 

Foeeow Chase;. 

The players stand in a circle with arms stretched sideways, rest- 
ing on each other's shoulders, thus making a wide distance between. 
One player is chosen for runner and one for chaser. The game 
starts with the runner in one of the spaces under the outstretched 
arms of the players and the chaser in a similar position on the oppo- 
site side of the circle. At a signal from a leader both start, the run- 
ner weaving in and out between the players or dashing across the 
circle in any way that he sees fit, but the chaser must always follow 
with the same route. If the runner be caught, he joins the circle; the 
chaser then takes his place as runner and chooses another player to be 
chaser. The leader (who may be one of the players) may close the 
chase if it becomes too long by calling "Time," when both runners 
must return to their places in the circle, new ones taking their places. 
For large numbers there may be two or more runners and an equal 
number of chasers or the players may be divided into small groups. 

Bean Bag Over the Head 
First one child is chosen from the circle ; the rest of the circle 
stand behind him, he throws the bag over his head. The child that 
catches it takes his place. 

Ringmaster. 
This may be made a very amusing game for young children. 
One is chosen for ringmaster and stands in the center; if he can 
flourish a whip like a true ringmaster in the circus, the interest of the 
game will be enhanced. The other players form a circle around him 
without clasping hands. The ringmaster turns and moves around in 
a circle, snapping his whip at each flourish, and calling the name of 
some animal. The players in the circle immediately imitate the ani- 
mal, both as to its movements and cries. For instance, for a bear 
they crawl or run on all fours or climb and at the same time growl; 
for a frog they may hop or swim and croak. The list may include 
the hopping kangaroo, the snarling and springing tiger, the humped 
and swaying camel, etc. 

The Bag oe Luck 
The "bag of luck" is a decorated paper bag suspended in a door- 
way at a convenient height; the children, blindfolded, are given three 
trials to bread it with pretty ribbon-bound wands provided for the 
purpose. These sticks are given afterwards as souvenirs of the even- 
ing. The child who succeeds in making the first hole in the bag is 
entitled to a prize, but all share in its contents. It is usually filled with 
confectionery, but flowers may be substituted when candy is con- 
sidered objectionable. 



226 The Teacher's Guide Book 

Animal Blind Man 

One player is blindfolded and stands in the center of the circle 
with a stick or wand in his hand. The other players march or dance 
around him in a circle until he taps three times on the floor, then 
they all stand still and he points at one with his wand. The one 
chosen must take hold of the opposite end of the wand. The blind 
man then asks for a noise like a dog, cat, or some other animal. From 
the noise the blind man tries to guess the name of the player; if suc- 
cessful they exchange places ; if not, the game continues with the 
same blind man. 

Last Coupee Up 

An odd number of players is chosen for this game. One is 
chosen for catcher. He stands at one end of the room with his back 
to the other players. The others stand in couples in a long line 
behind him, facing in the same direction that he does. The catcher 
should not be less than ten feet in front of the first couple. The 
catcher calls : "Last couple up," when the last pair in the line run 
towards the front, the right hand one on the right hand side of the 
double line, and the left hand one on the lef hand side, try to 
join hands in front of the catcher. The catcher may not chase them 
before they are in a line with him, and may not turn his head to 
see when and where they are coming. They should try to vary their 
method of approach, sometimes both circling far out behind him on 
either side, or one of them doing this and the other running in close 
to the lines. If he catches one of them before they can clasp hands, the 
one he does not catch becomes his partner and they take their place at 
the head of the line, which should move backward one place to make 
room for them, and the other player of the running couple becomes 
catcher. If they are not caught they are free. 

The Squirrel Game 
Have the players arranged in couples about the room. These 
clasp hands to represent trees ; one squirrel is allowed to each tree. 
Another player, chosen to be the fox, tries to catch one of the players 
as they exchange places. If successful, the one caught becomes the 
fox, and the game continues. 

Given Words 
Every player whispers to his right hand neighbor a single word, 
whatever he pleases, only the more difficult for introduction into an 
ordinary sentence the better. When everybody knows his word, one 
player begins by asking a question of his neighbor at the left, who is 
obliged in his reply to introduce the word that has been previously 
received, as adroitly as possible, to avoid its detection by his interro- 
gator. If the latter cannot discover the word, he pays a forfeit. 

T. G.— 7 



Gam us 
HOW DO YOU DO 



327 



wSM I JlE6#il S£ 




Chorus 



Girls : 



jBo^j : 

If you were walking down the street 
And you should meet your teacher sweet, 
Or a friend of mother's, now tell me true, 
Tell me what would you do? 
I'd doff my cap and say how do you do — 
Say how do you do, say how do you do, 
I'd doff my cap and say how do you do. 
I'd never say hello. 

Then choose for you a partner dear 

To skip around the circle here 

And we'll all clap and sing to you, 

For you're the boys — girls that say how do you do. 

If you were walking down the street 
And you should meet your teacher sweet, 
Or a friend of mother's, now tell me true, 
Tell me what would you do? 
I'd nod my head and say how do you do — 
Say how do you do, say how do you do, 
I'd nod my head and say how do you do. 
I'd never say hello. 
Chorus. 

Three boys walk around inside circle and respond to "tell me what 
would you do" singing, "I'd doff my cap," etc. They then choose 
boy or girl partners and skip. These six now walk, sing, choose part- 
ners, skip and so on until all boys have played. Three girls then start 
and second verse is sung. The music is repeated for the skip. 



228 The; Teacher's Guide Book 

This song is taken frcm "Simple Songs for the Kindergarten," 
published by Marion Funkhouser, 136 West 41st street, Omaha, Neb. 
Price 35c. 

Puss in Circle 

A large circle is marked on the ground. One player, who is Puss, 
stands in the center of this circle; the other players stand outside 
of the circle surrounding it. These players may be tagged by Puss- 
whenever they have a foot inside the circle. They will make op- 
portunity for this by stepping in and out of the circle, teasing Puss 
in every possible way to tag them. Anyone whom Puss touches be- 
comes the prisoner, and is another Puss, joining the first Puss in the 
circle to help tag the others. The last one tagged is the winner of 
the game. 

The Farmer Is Coming 

One player, chosen to be the Farmer, is seated ; the remaining 
players stand at a distance in a circle ; the leader taps some of them 
on the shoulders to go to the Farmer's orchard for apples with him. 
They leave their home ground and approach as near the Farmer as 
they dare. The game is more interesting if they can do this and prac- 
tically surround him. Suddenly the Farmer claps his hands and all 
players must stand still while the leader calls out, "The Farmer is 
coming," the players trying to get back to their home ground, the 
Farmer chasing them. He must not start, however, until the leader 
has given his warning. Any player caught changes places with the 
Farmer. 

Hunt the Ring 

The players stand in a circle, holding a long cord forming an 
endless band, upon which a ring has been previously slipped. This 
ring is passed rapidly from one player to another, always concealed 
by the hands, while somebody in the center endeavors to seize the 
hand of the person who holds it, who, when actually caught, takes 
his place within the circle. If the circle is very large two rings may 
be slipped upon the cord and two players placed in the center together. 
A small key is often used instead of a ring, while still another variation 
is to have the concealed object a small whistle with ring attached. 
When this is adopted an amusing phase of the game is to secretly 
attach a string to the whistle, and fasten this to the back of the player 
in the center by means of a bent pin at the other end of the string. 
Then, while feigning to pass the whistle from hand to hand, it is oc- 
casionally seized and blown upon by some one in the ring, when the 
victim is at that moment turning his back, causing that individual to 
be greatly puzzled. 



Memorandum 



MEMORANDUM 



Patrons' Clubs 



229 



m 



BR 



PATRONS' CLUBS 



[§ 



The most successful teachers have organized and have in opera- 
tion patrons' clubs in connection with their schools. A few sug- 
gestions may be helpful to the teacher who wishes to organize one 
in a rural school. The second week of school, place copy of an invi- 
tation on the blackboard, that the older children who are able to write 
may copy. The following form might be used : 

"The Patrons' Club of School will meet September 22, 

1915, at the schoolhouse at 3 p. m. We hope to see you at this time." 

(Teacher's name). 

Send an invitation to the parents of each family. The following 
drawings on pages 230 to 233 will serve as suggestions for form of 
invitations for the year. 

On the day of the Patrons' Club, dismiss the pupils at fifteen 
minutes of three o'clock, and when all the patrons have arrived, call 
meeting to order. The teacher must state the reasons for organizing 
a Patrons' club and proceed to elect officers : President, vice-president, 
secretary, and treasurer. The remainder of the time may be spent 
socially, and after the appointing of a program committee (which 
should always include the teacher), the meeting is adjourned by 
the singing of "God Be With You Till We Meet Again" or "Blest 
Be the Tie That Binds." 



1. 
2. 
3. 
1. 
5. 
6. 
7. 
Asain." 



SUGGESTIVE PROGRAM 

October 
Sing "America." 
Lord's Prayer. 

Roll Call and Minutes of last meeting. 
Report of Committee. 

Topic for discussion — Discipline, Shall We Punish and How. 
Social hour with refreshments if desired. 
Dismissed by singing, "God Be With You Till We Meet 



230 



The Teacher's Guide Book 




September — Maple leaf. Cut from white drawing paper and paint 
or crayola in autumn tints. 




October — Pumpkin. Cut from yellow papci' or white paper painted 
or crayolaed yellow. 



Patrons' Clubs 



231 




November — Turkey. Paint or crayola 
in natural colors. 





Cut from white paper. 
January — Eskimo Boy. 



December — Star. Cut stars — one red and one white. Punch hole 
in both and tie with green ribbon. Write invitation on white star. 



232 



The Teacher's Guide Book 





March— Cut pin-wheel from white or colored paper. 



Patrons' Clubs 



233 



^ /r^cL- <?£ /3-*y3i^-z— 




February — Shield. Paint red, n^ 
white and blue. 



April — Easter egg. 







May— Wild rose. Paint in colors. 



234 The Teacher's Guide Book 

SUGGGESTIVE PROGRAMS 

November 

1. Sing Doxology. 

2. Lord's Prayer. 

3. Roll Call and Minutes. 

4. Report of Committee. 

5. Topic for discussion — "What Idea Shall We Give Our Chil- 
dren of Christmas?" Emphasize the religious side of Christmas. 

6. Discuss plans for Christmas tree or party to be given for the 
school. 

7. Dismissed by singing. 

December 

1. America. 

2. Christmas Story read from Bible by President. 

3. Lord's Prayer. 

4. Roll Call and Minutes. 

5. Report of Committee. 

6. Preparation for Christmas in charge of the teacher. Dress 
dolls, make horse reins for boys, scrap books made from paper cam- 
bric and pictures, tarlatan bags for candy, and make decorations for 
tree. Make present for every child in the school. 

Christmas Tree 

The day of the Christmas tree, parents are invited to bring din- 
ner at noon and all eat dinner together. Program and tree in the 
afternoon. If candles are used, great care should be taken to prevent 
fire. Have buckets of water ready in case of need. 

January 

1. Sing "America." 

2. Lord's Prayer. 

3. Roll Call and Minutes. 

4. Report of Committee. 

5. Topic for discussion — "Property Rights of Children." Re- 
ferring to ownership of toys or dolls. How these should be re- 
spected. All present discuss and give personal experiences. 

6. Dismiss by singing. 

Evening Party 
Plan for this month an evening party for fathers as well as moth- 
ers. Have games and refreshments. 



Patrons' Clubs '235 

February 

1. Sing "America." 

2. Lord's Prayer. 

3. Roll Call and Minutes. 

4. Report of Committee. 

5. Discuss "Value of Pure and Great Danger of Impure Drink- 
ing Water at School and at Home." If possible have physician give 
talk on this subject. Introduce the subject of individual drinking 
cups. 

6. Dismiss with singing. 

March 

1. Sing ''America." 

2. Easter Story from the Bible read by teacher. 

3. Lord's Prayer. 

4. Roll Call and Minutes. 

5. Report of Committee. 

6. Papers written by three members appointed by president. 
Subject — "Imagination and Falsehood in Children, How to Distin- 
guish." Reference Book — "Misunderstood Children/' by Elizabeth 
Harrison. (Selections from above book will help at many meetings.) 

7. Plan for distribution of seeds, shrubs, and trees to school 
children. 

8. Dismiss with singing. 

April 

1. Sing "America." 

2. Lord's Prayer. 

3. Roll Call and Minutes. 

4. Report of Committee. 

5. Topic for discussion — "Petty Gambling, Such as Playing Mar- 
bles for 'Keeps.' " 

6. Make plans for school picnic. 

7. Dismiss. 

May 

1. Sing "America." 

2. Lord's Prayer. 

3. Roll Call and Minutes. 

4. Report of Committee. 

5. Discuss "The Haimful and Expensive Habit of Using To- 
bacco." 

6. Dismiss with singing "God Be With You Till We Meet 
Again."' 



Memorandum 



Books i-or School, Ltrraritcs 



2I5T 




BOOKS FOR SCHOOL 
LIBRARIES 



SUGGESTIVE LIST OF BOOKS FOR SCHOOL LIBRARIES 

The selecting of this list of books for children has been a pleas- 
ant but difficult task, because there were so many very, very good 
books that we were obliged to omit for lack of space. 

There are some books that children will not voluntarily choose, 
but which are excellent for them to read. They may, however, be 
encouraged to read and enjoy them, if they know the teacher knows 
and loves these books. 

It is very important that the children have the proper reading in 
the grades. The child has a right to know the best fairy tales, the 
best stories of mythology and folklore, the finest poems, and tales of 
bravery and patriotism, that awakens in him things high and noble. 
Such reading in the child lays for him the foundation for wholesome 
literary taste in youth and later life. 

The old books should not be overlooked ; this is illustrated in 
the story of the old lady who went into a large book store and imperti- 
nently inquired, "Do you never have any new books?" The clerk 
quietly answered, "No, madam, but the children are new." 

Grade I. 

Baby's Own Aesop — Aesop. Published by Warne. 
Little Nature Studies for Little People— M. E. Burt. Published 
by Ginn. 

Under the Window — Kate Greenaway. Published by Warne. 
Eugene Field's Reader — A. L. Harris. Published by Scribner. 
Hiawatha Primer — Florence Holbrook. Published by Houghton. 
•Mother Goose Nursery Rhymes — Chas. Welsh. Published by 
Dutton. 

Fables and Rhymes for Beginners — J. G. Tompson. Published 
by Ginn. 

Folklore Stories and Pioverbs — S. E. Wiltse. Published by Ginn. 



238 The; Teacher's Guide Book 

Children's First Story Book — M. H. Wood. Published by Ameri- 
can Book Co. 

Story of the Gray Goose — M. H. Wood. Published by Nelson. 

Grade II 

Little Boy Blue and His Friends — E. A. Blaisdell. Published by 
Little. 

Stories of the Red Children — D. Brooks. Published by Ed. Pub. 
Co. 

Nature Myths and Stories — F. J. Cooke. Published by Flanagan. 

When Life Is Young — M. M. Dodge. Published by Century. 

Stories of Great Americans for Little Americans — Eggleston. Pub- 
lished by Am. Bk. Co. 

Cat-tales and Other Tales — M. A. Howliston. Published by Flan- 
agan. 

Cinderella — Andrew Lang. Published by Longmans. 

Seed Babies— M. W. Morley. Published by Ginn. 

Child's Garden of Verse — R. L. Stevenson. Published by Scrib- 
ner. 

Easy Stories — E. A. Turner. Published by Ginn. 

Aunt Louisa's Book of Fairy Tales — Mrs. Laura Valentine. Pub- 
lished by Warne. 

Children's First Story Book — M. H. Wood. Published by Am. 
Book Co. 

Grade III. 

Children of the Palm Land — A. E. Allen. Published by Ed. 
Pub. Co. 

Fairy Tales — H. M. Anderson. Published by Ginn. 

Short Stories for Short People — A. S. Aspinwall. Published by 
Dutton. 

Another Brownie Book — Palmer Cox. Published by Century. 
Little Brothers of the West — E. W. Deming. Published by 
Stokes. 

Our Little Chinese Cousin — I. T. Headland. Published by Page. 
Cat Stories — H. H. Jackson. Published by Little. 
History of Whittington — Lang. Published by Longmans. 
Fanciful Tales — F. R. Stockton. Published by Scribner. 
Little Girl of Long Ago — E. O. White. Published by Houghton. 
Pinafore Palace — K. D. Wiggin. Published by McClure. 
Once Upon a Time — M. E. Wilkins. Published by Lothrop. 



Books for School Libraries 239 

Grade IV 

Christmas Tree and Other Stories— H. C. Anderson. Published 
by McLoughlin. 

The True Story of Christopher Columbus — E. A. Brooks. Pub- 
lished by Lothrop. 

The True Story of George Washington— E. A. Brooks. Pub- 
lished by Lothrop. 

Lolami in Tusayan — C. K. Baylis. Published by School Pub. Co. 

Juan and Juanita — F. C. Baylor. Published by Macmillam. 

Granny's Wonderful Chair — Frances Browne. Published by Dut- 
ton. 

Little Lord Fauntleroy — F. H. Burnett. Published by Scribner. 

Sara Crewe — F. H. Burnett. Published by Scribner. 

Stories from Plato — M. E. Burt. Published by Ginn. 

The Story of Little J&n— H. L. Campbell. Published by Ed 
Pub. Co. 

Alice in Wonderland — Lewis Carroll. Published by Macmillan. 

Our Swedish Cousins — C. M. Coburn. Published by Page. 

Crib and Fly— C. F. Dole. Published by Heath. 

Little Mr. Thimble Finger — J. C. Harris. Published by Ploughton. 

Nights with Uncle Remus — J. C. Harris. Published by Houghton., 

Leaves From Nature's Story Book — M. A. Kelly. Published by 
Ed. Pub. Co. 

Stories of Famous Children — M. V. Hunter. Published by 
Ormsby. 

Water Babies — Chas. Kingsley. Published by Macmillan. 

The Little Lame Prince— D. M. Mulock. Published by Harper. 

Toby Tyler or Ten Weeks in the Circus — James Otis. Published 
by Harper. 

Grade V. 

Under the Lilacs— L. M. Alcott. Published by Little. 

Little Women — L. M. Alcott. Published by Little. 

Little Men— L. M. Alcott. Published by Little. 

Old Fashioned Girl— L. M. Alcott. Published by Little. 

Uncle Sam's Soldiers — O. P. Austin. Published by Appleton. 

Stories of Fishes — J. N. Baskett. Published by Appleton. 

Four American Naval Heroes — M. B. Beebe. Published by Am. 
Bk. Co. 

Glimpses at the Plant World — F. D. Bergen. Published by Ginn. 

The True Story of Benj. Franklin — E. S. Brooks. Published by 
Lathrop. 

The True Story of Abraham Lincoln — E. S. Brooks. Published 
by' Lathrop. 



240 The Teacher's Guide Book 

The True Story of Lafayette — E. S. Brooks. Published by La- 
throp. 

Stories of Brave Dogs — M. H. Carter. Published by Century. 

Iliad for Boys and Girls — A. J. Church. Published by Macmillan. 

Odyssey for Boys and Girls — A. J. Church. Published by Mac- 
millan. 

Hans Blinker — M. M. Dodge. Published by Scribner. 

Mary's Garden and How It Grew — Frances Duncan. Published 
by Century. 

Tales of King Arthur — E. V. Farrington. Published by Putnam. 

Nellie's Silver Mine — H. H. Jackson. Published by Little. 

Plays From Hawthorn's Wonder Book — G. D. McCarthy. Pub- 
lished by Educ. Pub. Co. 

Beautiful Joe — Marshal Saunders. Published by Barnes. 

Black Beauty — Anna Sewell. Published by Page. 

Gulliver's Travels — J. Swift. Published by Amer. Bk. Co. 

Grade VI 

Harper's Indoor Book for Boys — J. H. Adams. Published by 
Harper. 

Uncle Sam's Secrets — O. P. Austin. Published by Appleton. 

Midshipman Farragut — James Barnes. Published by Appleton. 

American Boy's Handy Book — D. C. Beard. Published by Scrib- 
ner. 

What a Girl Can Do — Lina Beard. Published by Scribner. 

Squirrels and Other Fur-Bearers — John Burroughs. Published 
by Houghton. 

Boys of '76— C. C. Coffin. Published by Harper. 

Elementary History of United States — S. D. Warden. Published 
by Warden. 

First Lessons in Wood Working — A. G. Compton. Published by 
Am. Bk. Co. 

Hoosier School Boy — Ed. Eggleston. Published by Scribner. 

Captain Sam, or the Boy Scouts — G. C. Eggleston. Published by 
Putman. 

The Last of the Flat Boats — G. C. Eggleston. Published by Put- 
man. 

How Plants Behave — Asa Gray. Published by Am. Bk. Co. 

Betty Leicester — S. O. Jewett. Published by Houghton. 

Nature Studies on the Farm— C. A. Keffer. Published by Am. 
Bk. Co. 

Middle Five — Francis La Flesche. Published by Small. 



Books i-or School Libraries 2-11 

Fairy Talcs Every Child Should Know— H, M. Mabie. Published 
by Doubleday. 

A. B. C. of Electricity— W. H. Meadowcroft. Published by Ex- 
celsior. 

Prince and Pauper — Mark Twain. Published by Harper. 

Birds' Christmas Carol— K. D. Wiggin. Published by Houghton. 

The Little Duke— C, M. Young. Published by Macmillan. 

Peeps at Many Lands — Ernest Young. Published by Macmillan. 

Grade VII 

Arabian Knights Entertainments — E. Amicis. Published by Stokes. 

For the Honor of the School — R. H. Barbour. Published by Ap- 
pleton. 

Boy's Book of Inventions — R. S. Baker. Published by Double- 
day. 

Pampas and Andes — H. M. Bishop. Published by Lothrop. 

How to Attract the Birds — N. Blanchan. Published by Doubleday. 

Revolutionary Maid — A. E. Blanchard. Published by Wilde. 

Boy Emigrants — Noah Brooks. Published by Scribner. 

Pilots of the Mayflower — Hezekiah Butterworth. Published by 
Appleton. 

Boys of Rincon Ranch — H. S. Canfield. Published by Century. 

Joe Bentley, Naval Cadet — H. H. Clark. Published by Lothrop, 

Two Years Before the Mast — R. H. Dana. Published by Hough- 
ton. 

Admiral's Granddaughter — E. L. Gould. Published by Penn. 

Fagots for the Fireside — L. P. Hale. - Published by Houghton. 

Dorothy and Her Friends — E. O. Kirk. Published by Houghton. 

Tales From Shakespeare — Charles and Mary Lamb. Published by 
Am. Book Co. 

Hiawatha — Longfellow. Published by Houghton. 

Two Little Confederates — T. N. Page. Published by Srcibner. 

We Girls— Mrs. A. D. T. Whitney. Published by Houghton. 

Polly Oliver's Problem — K. D. Wiggin. Published by Houghton. 

Rebecca of Sunny Brook Farm — K. D. Wiggin. Published by 
Grosset. 

A Man Without a Country — E. E. Hale. Published by Little. 

Five Little Peppers — Margaret Sidney. Published by Lothrop. 

Grade VIII 

For King and Country — James Barnes. Published by Harper. 

Master Skylark — John Bennett. Published by Century. 

Rab and His Friends — John Brown. Published by Houghton. 



242 The Teacher's Guide Book 

Last of the Mohicans — J. F. Cooper. Published by Putman. 

Robin Hood and His Adventures — Paul Creswic. Published by 
Dutton. 

Pocahontas — Ed. Eggleston. Published by Dodd. 

Buck Jones at Annapolis — R. P. Hobson. Published by Appleton. 

Arthur Bonicastle — J. G. Holland. Published by Scribner. 

Two Spies, Hale and Andre — B. J. Lossing. Published by Harper. 

Rob Roy — Sir Walter Scott. Published by Macmillan. 

Merchant of Venice — Shakespeare. Published by Am. Bk. Co. 

Tom Sawyer — Mark Twain. Published by Harper. 

Wild Animals I have Known — Ernest Seton. Published by Scrib- 
ner. 

Treasure Island — R. L. Stevenson. Published by Rand. 

The Tittle Lame Prince— D. M. Mulock. Published by Heath. 

The Widow O'Callaghan's Boys — G. Zollinger. Published by Mc- 
Clurg. 

Rainy Day Diversions — Carolyn Wells. Published by Moffat. 

The Swiss Family Robinson — J. R. Wyss. Published by Burt. 

Timothy's Quest — K. D. Wiggin. Published by Houghton. 

A Voyage in a Sunbeam — A. A. Brassey. Published by Long- 
mans. 

KEY TO PUBLISHERS 

Am. bk. co. — American Book Co., New York and Chicago. 
Appleton — D. Appleton & Co., New York City. 
Barnes — A. S. Barnes, New York City. 
Burt— A. L. Burt, New York City. 
Century — The Century Co., New York. 
Dodd— Dodd, Mead & Co., New York City. 
Doubleday — Doubleday, Page & Co., New York City. 
Dutton— E. C- Dutton, New York City. 
Educ. pub. co. — Educational Publishing Co., Boston. 
Flanagan — Flanagan, Chicago. 
Ginn — Ginn & Co., Boston. 
Grosset — Grosset & Dunlap, New York City. 
Harper — Harper & Bros., New York City. 
Heath— D. C. Heath & Co., Boston. 

H. & M .— Houghton, Mifflin Co., 4 Park street, Boston. 
Little — Little, Brown & Co., 34 Beacon street, Boston. 

Longsman — Longsman, Green & Co., Fourth avenue and Thirteenth street, 
New York City. 

Lothrop— Lothrop, Lee & Shepard Co., Boston. 
McClurg — A. C. McClurg, Chicago. 
Macmillan — The Macmillan Co., New York City. 
Nelson — Thomas Nelson & Sons, New York City. 
Page— L. C. Page & Co., New York City. 
Penn — Penn Publishing Co., Philadelphia. 

Pub. school — Public School Publishing Co., Bloomington, 111. 
Putnam — G. C. Putnam 's Sons, New York City. 
Eand — Eand-McNally, Co., Chicago, 111. 

Scribner — Charles Scribner 's Sons, 153-157 Fifth avenue, New York City. 
Small — Small, Maynard, Boston. 

Stokes — Frederick A. Stokes Co., 443-449 Fourth avenue, New York City. 
Warden — Warden Co., Oklahoma City, Okla. 
Warne — Frederick A. Warne & Co., New York City. 
Wilde— W. A. Wilde, Boston. 



MEMORANDUM 



Memorandum 



Memory Work 



243 




MEMORY WORK 



Grade I 
The Busy Bee. — Isaac Watts. 
The Cow. — R. L. Stevenson. 

Cradle Song. — Elizabeth Prentiss (from the German). 
Little Birdie. — Lord Tennyson. 
Mary's Lamb. — S. J. Hales. 
Rain. — R. L. Stevenson. 
The Swing. — R. L. Stevenson. 
Twinkle, Twinkle, Little Star. — Jane Taylor. 
Whole Duty of Children. — R. L. Stevenson. 



Grade II 
America (stanzas 1 and 4). 
Bed in Summer. — R. L. Stevenson. 
Foreign Children. — R. L. Stevenson. 
Lady Moon, Lady Moon.— Lord Houghton. 
The Owl and the Pussy Cat. — Edward Lear. 
Thank You, Pretty Cow. — Jane Taylor. 
Thanksgiving Day. — L. M. Child. 
Who Stole the Birds' Nest.— L. M. Child. 
The Wind. — R. L. Stevenson. 
Wynken, Blynken, and Nod. — Eugene Field. 

Grade III 
America. — S. F. Smith. 
The Brown Thrush. — Lucy Larcom. 

The Children's Hour. H. W. Longfellow. 

Child's Evening Hymn. — Sabine Baring-Gould. 

The Four Winds. — F. D. Sherman. 

Jack Frost.— H. F. Gould. 

Lullaby of an Infant Chief. — Sir Walter Scot*, 

The Night Wind. — Eugene Field. 

Visit From St. Nicholas.— C. C. Moore. 

The Voice of Spring. — Mary Howitt. 



244 The Teacher's Guide Book 

Grade IV 

The Bluebird.— E. H. Miller. 

The Brook. — Lord Tennyson. 

Dandelions. — H. G. Cone. 

The Fairy Folk.— W. Allingham. 

I Remember, I Remember. — Thomas Hood. 

Land of Story Books. — R. L. Stevenson. 

Norse Lullaby. — Eugene Field. 

Pippa's Song (from Pippa Passes). — Robert Browning. 

Sweet and Low, Sweet and Low. — Lord Tennyson. 

The Tree. — Bjornsterne Bjornson. 

Woodman, Spare That Tree. — G. P. Morris. 

Grade V 

Arrow and the Song. — H. W. Longfellow. 
The Barefoot Boy.— J. G. Whittier. 
Birds.— R. H. Stoddard. 
Farewell. — Charles Kingsley. 
The Flag Goes By.— H. H. Bennett. 
Home, Sweet Home. — J. H. Payne. 
October's Bright Blue Weather. — H. H. Jackson. 
Twenty-third Psalm. — Bible. 
Robert of Lincoln. — W. C. Bryant. 

Thou, Too, Sail On, Oh Ship of State (from The Building of the 
Ship).— H. W. Longfellow. 

Grade VI 

Before the Rain.— P. B. Aldrich. 

The Chambered Nautilus. — O. W. Holmes. 

Columbia, the Gem of the Ocean. 

The Coming of Spring. — Nora Perry. 

Daffodils. — Wm. Wordsworth. 

Duty. — R. W. Emerson. 

Paul Revere's Ride. — H. W. Longfellow* 

Psalm 100.— Bible. 

Rain in Summer. — H. W. Longfellow. 

Sheridan's Ride. — T. B. Reade. 

While Shepherds Watched Their Flocke by Night. — Nahum Tate. 

Grade VII 

The Death of the Flowers. — W. C. Bryant. 
Gladness of Nature. — W. C. Bryant. 
Landing of the Pilgrims. — F. V. Heman. 



Memory Work 245 

Name of Old Glory.— J. W. Riley. 

O, Little Town of Bethlehem.— Phillips Brooks. 

The Old Clock on the Stairs.— H. W. Longfellow. 

Psalm 103.— Bible. 

A Psalm of Life. — H. W. Longfellow. 

Extracts from Snow Bound. — Whittier. 

A Song of Clover. — Saxe Holm. 

The Star Spangled Banner. — F. S. Key. 

Grade VIII 

The American Flag. — J. R Drake. 
Break, Break, Break. — Lord Tennyson. 

Breathes There a Man With Soul So Dead (from The Lay of 
the Last Minstrel).— Sir Walter Scott. 
Crossing the Bar. — Lord Tennyson. 
Elegy in a Country Churchyard. — Thomas Gray. 
Ring Out, Wild Bells. — Lord Tennyson. 
Battle Hymn of the Republic— J. W. Howe. 
Psalm 1.— Bible. 

Bugle Song (from The Princess). — Lord Tennyson. 
The Builders.— H. W. Longfellow. 

Gradatim (first and last two stanzas). — J. G. Hollaind. 
The Song of the Camp. — Bayard Taylor. 

TO MAKE WRITTEN COMPOSITION MORE INTERESTING 

A NEWSPAPER 

If you have fallen into a rut of assigning more or less interest- 
ing topics, receiving compositions, correcting them, and passing them 
back in the stereotyped way, try this plan to add interest to the com- 
position work : 

Say "Let us issue a school newspaper." The children will be in- 
terested. Appoint, or better, let the class choose, the editor-in-chief, 
one or more assistant editors, foreign correspondents, advertising man- 
agers, sporting editors, city editors, reporters, etc. 

The editor-in-chief will assign work for each student. Individual 
preference will be consulted wherever possible, of course. The editor- 
in-chief may be the teacher, but in that case the writing of the editorial 
must be assigned, for the teacher must do no writing. She may only 
direct. 

In a large class several students may write about or report the 
same thing, the class or the editor selecting the best article. 

The whole class may be working on the same part of the news- 
paper at the same time, say you assign a report of the athletic events 



246 The Teacher's Guide Book 

of the school as the written work for the week. The best report is 
selected and put aside to be used in the paper. The editorials, foreign 
news, locals, advertisements, etc., may all be prepared by the whole 
school and the best chosen to make up the newspaper. When the 
whole paper is assembled it should be read and may furnish a good 
number for some special day program. 

READING STORIES 

Begin to read to the class some crisp interesting story, stop in a 
place of high tension and let each pupil write an ending for the story. 

Frank P. Stockton's "The Lady or the Tiger" is splendid for this 
exercise. The teacher will probably find that it is better to tell this 
story than to read it, as it can be abridged. 

After the endings are written, the pupils should be allowed to 
read them, the class criticising and asking any questions, and the 
teacher standing by to see no mistakes go unnoticed. 

LETTER WRITING 

The most important form of composition is letter writing. Pupils 
should write many letters as part of this written work. 

Copy on the board the proper forms of various kinds of letters. 
They are found in practically all books on composition and rhetoric. 
Insist on the careful observance of the proper form and then drill, 
drill, drill. 

SUGGESTIONS FOR LETTERS 

Write a letter to a friend of yours telling what books you have 
read this year, which is the most interesting, and why. 

1. Write an application for a position as assistant librarian. 

2. Write an application for a position as teacher of a country 
school. 

3. Write a letter of recommendation. 

4. Write a request for a catalog of the college you hope to 
attend. 

5. Write a letter to the editor of your home paper correcting a 
misstatement concerning a game of football your team has played 
with the eleven of a neighboring town. 

6. Write a letter to a carpenter telling of certain repairs you 
wish to make on your house. Ask him to call and make an estimate 
on the cost. 

7. Write a letter to the manager of Bellwood Park. Tell him 
that your school wishes to reserve a date for its annual picnic. State 
the approximate date you wish and the probable number who will go. 



Letter Writing 217 

Ask what dates arc open, what the expense will he, and what conven- 
iences are in the park. 

8. Write an answer to the last letter. 

9. Write to the management of a storage company asking that 
d representative call to make an estimate on the cost of packing and 
storing your furniture. 

10. Write a letter to a musician asking whether he will be willing 
to take charge of your school band or orchestra. State how often 
and for how long a time you would wish his services weekly. Ask 
what his charge would be. 

11. Write his answer to your letter of inquiry. 

12. Write a letter to a good singer in your vicinity who is a friend 
of yours. Ask her whether she will sing some afternoon for your 
literary society. 

13. A friend has camped in Canada or northern Michigan or 
has spent the summer on the Maine coast. Ask him in a letter about 
the advantages of the place he has visited, about the clothing neces- 
sary for a month there and about the requisites that must be taken 
if you are thinking of going to camp. 

14. You are thinking of studying law. A close friend of your 
father follows that profession. He knows you well. Ask what he 
thinks of your purpose. (Make it any profession.) 

15. Write a letter to an author whom you have never met, but 
whose book you have especially enjoyed. Express your appreciation 
of his work, and thank him for the pleasure he has given you. 

16. You are away from home. Your father has been ill for several 
weeks. Write a letter to the family physician asking him concerning 
the real condition of your father, and inquiring whether he feels that 
it would be wiser for you to come home. 

17. Write a letter to the manager of a hotel asking him whether 
he can serve the banquet of your literary society the evening of the 
17th of next month. Ask concerning the cost per plate for the num- 
ber that will likely attend and inquire concerning the additional cost 
if he provides an orchestra. 

18. Write his reply. 

19. Write a letter to the president of your rural literary society 
proposing a contest between your society and his. 

20. Write a letter to the city ticket agent of the Pennsylvania 
railroad at Philadelphia. Ask him the cost of a trip you hope to make 
during vacation. You wish to visit half a dozen cities and summer 
resorts located in at least three different states. 

21. Write to the directors of your school a letter, in it urge the 
equipping and maintaining by them, at public expense, of an outdoor 
gymnasium or athletic field for the use of the young people of the 



248 The Teacher's Guide Book 

town. Show that it should contain ball grounds, tennis courts, run- 
ning track, various pieces of apparatus, etc. Strive to make a con- 
vincing argument, your purpose being to bring about such a play- 
ground. 

22. Write a similar open letter urging that the buildings be erected 
for school purposes in different sections of the town rather than one 
large central building. 

23. Write a similar letter to the town council. Urge the passage 
of a curfew law prohibiting the presence of children under fifteen 
years of age on the streets after nine o'clock in the evening, unless 
accompanied by parents. 

24. Write a letter suitable to send with a check to pay the quar- 
terly bill of your family physician. Write reply. 

25. Write a manufacturer of tents. Ask him to give cost of a 
tent suitable for a dining tent for twenty people and of six 10x12 
small tents. Ask him what rent he charges for such tents. Mention 
the time you will use them. 

26. Write a letter to Dr. Philips applying for position as teacher. 
State definitely the position you desire. Give your qualifications and 
mention some person whom he may ask concerning your ability. 

27. The First School I Attended. A Teacher I Shall Remember. 

28. Write a letter to a classmate who has moved to another town. 
Tell him about the school of which he was once a member. 

29. Suppose yourself away from home. Write a letter to a 
brother or sister at home. 

30. If you have ever traveled, describe in a letter some place of 
interest that you have visited. 

31. Write about a cooking experience to a friend who is fond of 
cooking. 

32. Suppose your mother is away from home on a visit. Write 
her about the home life. 

33. Write to a friend, describing a party that you recently at- 
tended. 



MEMORANDUM 



MEMORANDUM 



Sewing 



249 



SEWING 



General Directions 

1. Sit erect with feet fairly on the floor. 

2. Hold work up, do not bend to work. If it is necessary to 
bend, bend from waist, not the shoulders. 

3. Always sew from right to left, unless otherwise directed. 
Always use thimble. 
Thread should be about the length of arm, or measure across 



4 
5 

chest. 
6 



Do not bite thread. 

7. To thread a needle with yarn, put the yarn over the pointed 
end of the needle and draw it down tight, then draw out needle, hold 
the yarn in place with right hand, pass the eye of needle over loop 
of zephyr. 

8. In drawing thread through sewing, hold it over little finger. 

9. If sewing lesson is to be given in schoolroom the desks must 
be wiped so that work can be kept clean. 

10. Hands of each pupil must be washed immediately before be- 
ginning. The following supplies will be needed : One thimble, one 
paper of needles 3-9, two spools cotton thread 40 and 50, one paper 
of pins, one emery, one tape measure, one pair six-inch scissors, one 
work bag, and one sewing apron. 

Extra material given in description in the following lessons can 
be brought from home : 

Lesson I 

Scissors Drill — Pupils place thumb and third ringer of right hand 
through the holes of scissors. Take piece of tablet paper ruled with 
lines about six inches long and one-half inch apart, place paper close 
up to the screw of the scissors and cut along the line to the point of 
the scissors without stopping. Do this until pupils are able to cut 
along the lines; then try without lines to cut paper in even strips. 
Short clips make a jagged edge. 

Thimble — Pupils place thimble on longest finger of right hand. 
Explain that use of thimble is to force the needle through the cloth 



250 



The Teacher's Guide Book 



and that it is a great necessity. Colored celluloid thimbles are pretty, 
and this is often a help to get young children to wear one. Thimbles 
with closed tops should be worn from the very first. 

Tape Line — Explain to pupils that accurate measurements are 
very important and essential to neat sewing, also a great time saver. 
Next explain the divisions of the tape measure, by dividing it into one- 
half yard or eighteen inches, into one-fourth yard or nine inches, into 
one-eighth yard or four and one-half inches. 

To make a measure for a hem or tuck take a piece of light card 
board four inches long. Along the right hand edge of the card board 
and one inch from the top cut about one-half inch in, and one-half 




H 



rg 



Guide to measure hems or tucks 

inch below that cut a diagonal line so that it intersects the straight 
line and the triangle will fall out. In this way you make your meas- 
ure for tucks or hems. 

Lesson II 

Running Stitch 

Materials — Unbleached muslin twelve by eighteen inches, four 
strands of red yarn, needle (darning needle size). 

Lesson — Running is used for basting, gathering, or in making 
tucks. Each stitch and space should be the same length and the 
length depends on the goods in use, and purpose of article. For bast- 
ing, stitches are long so they can be easily removed, while in tucking 
the eye should be trained to make small and regular stitches and 
spaces. For gathering a regular running stitch is used, while the 
thread should be a little longer than the length of the material to 
which the piece is to be attached. 



Dust Ceoth 

To Make — Fringe oblong piece of muslin about one-half inch in 
on all four sides. Start 1 unnin£ stitch one inch in from edsfe of 



Sewing 



251 



Backstitches 





Even Basting 



Running Stitches 



goods. Care should be taken to have line of stitches straight; and 
stitches and spaces even. Continue around on four sides and fasten 
yarn with small stitch to hold fast. 



Lesson III 

Back stitching 

Material — Two pieces unbleached muslin four by two and one- 
half inches, cotton thread No. 50, needle No. 9. 



252 The Teacher's Guide Book 

Lesson — Backstitching is used where great strength is needed, 
as seams, sewing on braids, tapes and bands. The stitches must be 
small in order to make seam strong, but large enough to show regu- 
larity or irregularity. A basted or creased line will help pupil in 
first attempt, but use of pencil line does not force pupil to rely upon 
its own judgment. 

Bean Bag 

To Make — Take the two pieces of unbleached muslin, lay one on 
top of the other and one- fourth inch from edge; baste the four sides 
together, leaving space of one and one-half inches on one side of the 
bag, in order that it can be turned right side out. Just inside this 
basting is put the backstitching. Start with one running stitch. Place 
the needle back over the space to the end of the running stitch and 
bring the needle out the same distance in front of the thread. This 
backstitch covers each space and shows one line of continuous sewing 
which looks like stitching on the machine. 

Lesson IV 
Hemming 

Material — White lawn twelve by twelve inches, cotton white No. 
100, needle No. 10. 

Lesson— Hemming is used to finish raw edges on aprons, shirts, 
napkins, sheets, etc. For practice at first an unbleached piece of mus- 
lin may be used, and colored cotton ; from this they will get an idea 
of the slant and spacing of the stitches before thin material is used. 

Handkerchief 

To Make — Fold a one-fourth inch hem on the four sides of the 
lawn, keeping hem even by use of guide. Make corners square and 
exact. To hem, hold the work over the first and second fingers of left 
hand, keeping it in place with thumb. Point the needle toward middle 
of thumb and parallel to the edge of the fold. Every new stitch should 
be taken an equal distance to the left of the thread. When starting 
a new thread slip end of old thread under hem. Place needle under 
fold as when starting going back one stitch. 

Lesson V 

OVERHANDING 

Material — Two pieces of gingham two by two inches, two pieces 
of white lawn two by two inches, cotton No. 50, needle No. 9. 

Lesson — Overhanding is used to fasten two pieces of cloth to- 
gether so as to be held strongly, but not to show seam. It can be 

t. g. — 8 



Skvving 



253 



used for patch work, holders, underclothing, bed linen, and sewing 
on lace. The two edges of material are basted together. If the edges 
are raw they should each be folded down. If selvage, they can be 
placed exactly together. The sewing should be done from right to 
left. 

Quii/r Block 

To Make — Baste one piece of gingham and one piece of lawn to- 
gether, a small fold on edge of each. The goods is held in left hand 
with edge lying along first finger. Put the needle through the nearer 
edge, leaving one-half inch of thread and then sew over this end to 
hold it fast. Point the needle directly at right angles to the edge 
and toward the person sewing. The stitches are taken an equal dis- 
tance apart and the same depth into material. To fasten thread sew 
by two or three stitches. 

Lesson VI 

Felling 

Material — Bleached muslin 36 by 40 inches, cotton No. 50, needle 
No. 9. 




The Fell 

Lesson — Felling is used for underclothing, pillow cases, etc. Two 
straight or two bias pieces of material can -be joined together, making 
a strong seam and allowing no raw edges to be seen. 



Pillow Case 

To Make — Baste the two edges of cloth together, one edge being 
placed one-eighth of an inch below the other. Backstitching or run- 
ning may be used for sewing of first seam. Make seam as narrow 
as possible for strength. Take out basting thread when first seam 
is made. Next turn the wide edge carefully over the narrow edge. 
Hem the wide edge carefully down, using the needle to turn in raw 
edge. The fell seam must be narrow and even and lie quite flat. 



254 



The Teacher's Guide Book 



Lesson VII 
Buttonholes 

Material — Domestic, six by twelve inches, cotton No. 40, needle 
No. 9. 

Lesson — The making of a good buttonhole depends on practice. 
For cotton goods a number 40 thread is best to use, for silk or wool, 
use buttonhole twist. It is best to stay or overcast the raw edges 
before working. Buttonholes to be most satisfactory are cut in the 
direction of the pull of the garment. 




Buttonholes 

To Make — Fold piece of domestic together, making piece three 
by twelve inches. Turn in raw edges and baste. On this piece you are 
to make five buttonholes, three horizontally and two perpendicularly. 
Fold pieces of cloth down center and proceed to cut the three hori- 
zontal buttonholes in the center and exactly with weave of goods. 
To keep from slipping baste a red thread about one-eighth of an 
inch from the cut edge of hole. The hole should be cut a little larger 
than the button, as working takes up some. Hold the slit over the first 
finger of the left hand, and start at left corner of the edge nearest 
you. Put the needle from the inside toward you and when the needle 
is half through the goods, take the thread where it is double and 




Finished Buttonhole 



Sewing 



2^ 



place it once around the needle, then draw it through the goods, thus 
making a small knot at just the place where the wear comes, on 
the buttonhole. Continue making the stitches about the width of a 
needle apart. One end of the buttonhole may be finished with stitches 
in a fan shape, while the other end where the button rests may be 
barred. Cut and make the perpendicular buttonholes in same manner 
as described above. Before beginning a buttonhole take enough thread 
to complete it. 

Sewing on Buttons 

It is best not to sew buttons on too tightly, but sew them 
loosely and wind thread aiound, making a stem. A pin or needle 
is often put over top of button, and sewing is done over it, removing 




pin before winding is done. When using a four-hole button the 
thread should be passed systematically either horizontally or crossed. 
In sewing on large buttons, such as coat buttons, a small button is 
used on the wrong side to give strength. 



Lesson VIII 
Darning 

Material — Each pupil may bring a stocking from home, on which 
darning stitches may be applied. Darning egg. 

Lesson — Woven material which has been broken may be repaired 
by weaving new threads in place of broken ones. In cases where 
goods have been slit or are worn a plain running darn is used. The 





Darning: Stitches 



25G 



The Teachf;r's Guide Book 



thread should duplicate the original as nearly as possible. Raveling 
some of the material will give good results. When darning woolen 
material where there is little strain few stitches are needed. In cot- 
ton and linen a close mass is used. Darning is done on the wrong- 
side of the goods, as much as possible. In darning stockings first 
make a running stitch completely around the hole. Next cross open- 
ing with threads, catching threads on both sides of hole with two or 
three running stitches. Threads must be placed very close together 
and not drawn too tightly. After threads have been passed vertically 
across hole, the perpendicular ones are woven in, using running stitches 
on sides as before. The darning egg is held tightly inside stocking 
at place of hole. 

Lesson IX 

An Apron 

Material — Percale, gingham,' or white lawn eighteen by eighteen 
inches. Belt, fourteen by three inches. Two strings, twenty by three, 
inches. Cotton No. 60. Needle No. 8. 

To Make — Belt and strings are cut lengthwise from material. 
Fold one-fourth inch hem on both sides of apron, baste and hem. 
At bottom fold a two-inch hem and baste. Overhand right end, 
hem across bottom, and overhand left end. Divide top of apron into 
halves, and belt into four parts, marking these divisions by small 
notches. On wrong side gather with double thread. Tack the divisions 
of apron and belt together, holding gathered side next to sewer. Ends 
of apron meeting first notch in belt. Right side of apron is next basted 
to belt, with gathers evenly divided. Each gather must be back- 
stitched in right position. Turn down ends of belt and long edge one- 
fourth inch. Baste long edge and hem. Strings are hemmed on both 
sides one-eighth of an inch, and on ends one-half inch. Make plaits 
in end of strings to fit width of belt. Put strings into ends of belt 
and backstitch across belt ends. 




Finished Apron 



Flag Days 257 

FLAG DAYS 

Following is a list of clays which each teacher should mention 
and have some appropriate exercises : 

September 1 — Labor day. 

September 1 — Birthday of Eugene Field. 

October 12 — Landing of Columbus, 1492. 

October 18 Birthday of Helen Hunt Jackson. 

October 19 — Surrender of Cornwallis, 1781. 

November 3— Birthday of William Cullen Bryant. 

November ■ — Thanksgiving day. 

December 17 — Birthday of Whittier. 

December 22 — Landing of the Pilgrims. 

December 25 — Christmas day. 

January 1 — New Year's Day. 

January 12 — Birthday of Alfred Tennyson, 1809. 

January 17 — Birthday of Benjamin Franklin, 1706. 

January 18 — Birthday of Daniel Webster, 1782. 

January 19 — Birthday of Robert E. Lee, 1807. 

February 7 — Birthday of Charles Dickens, 1870. 

February 12 — Birthday of Abraham Lincoln, 1809. 

February 22 — Birthday of George Washington, 1732. 

February 22 — -Birthday of James Russel Lowell, 1819. 

February 27 — Birthday of Henry W. Longfellow, 1807. 

March 15 — Arbor day. 

April 2 — Birthday of Hans Christian Andersen. ' 

April 9 — Bird day. 

April 22 — Birthday of Frederick Froebel, 1782. 

April 27— Birthday of U. S. Grant. 

April 28— Birthday of Alice Cary. 

May 1— May day. 

May 30— Memorial day. 

June 14 — Adoption of the American flag. 

Salute to the flag. 

Salute to the Flag: "I pledge allegiance to my flag and to the 
Republic for which it stands. One nation indivisible, with liberty and 
justice to all." Have the children stand while they repeat this; right 
arms raised, right hands placed at forehead. When the word "flag" 
is said, they should extend right hands and point to the flag. Hold this 
position until the salute is concluded. Be sure that each child under- 
stands the salute to the flag. 



258 The Teacher's Guide Book 

OLIVER WENDELL HOLMES 

The year 1809 seems to be a famous one for the birth of great 
men. We note that Gladstone, Tennyson, Darwin, and Lincoln, and 
not the- least among these was Oliver Wendell Holmes, born on August 
29th at a very old house close to Harvard college. He lived there many 
years and from there attended Harvard university. 

He was the son of Dr. Abiel Holmes, an orthodox clergyman of 
the strictest kind, but always good natured. Holmes, who has been 
called the "laughing philosopher," came from one of the most aristo- 
cratic families, and inherited good blood from three lines, each one 
represented by his name. Oliver came from both his father's and 
mother's family; his ancestor, Lieutenant Governor Oliver, was the 
distributor of stamps in Boston, whom the people hated ; was very rich 
and had coaches, a chariot, and negro slaves, as well as sterling plate, 
that exists in the Holmes and Oliver families to this day. The Wen- 
dells were an old Dutch family who originally came from Germany 
and the Netherlands. Two of his ancestors were shoemakers and 
one a fur trader. He had among his Holmes forefathers Mrs. Anna 
Bradstreet, the first American poet. 

Holmes was sent to school and to college, and was a good student, 
but it is said that he learned the most in his father's library, which 
was filled from floor to ceiling with books. While in school he wrote 
some poetry. 

The rooms in the college dormitories were very poorly furnished. 
Instead of matches they had flint and steel and tinder box. In every 
room was a cannon ball, which was heated red hot and put on a 
metal frame to give some heat to the room. Sometimes some wicked 
student would set the cannon ball rolling down stairs in the middle 
of the night, and sometimes it was hot and would burn the fingers of 
the professor who would try to pick it up. 

Holmes continued to write poetry but most of it was nonsense, 
yet not all, for it was then that he wrote the stirring poem of "Old 
Ironsides." 

Holmes said that one day in the fall of 1830 he read in the Bos- 
ton Advertiser a paragraph saying that the navy department at Wash- 
ington intended breaking up the old frigate Constitution. It inspired 
him to write the poem which was published the day after and copied 
in most every newspaper in the United States ; even being printed 
on hand bills and distributed about the city of Washington. On ac- 
count of the sentiment aroused, and because the people felt so badly 
about it, the navy department decided not to break up the old frigate. 

Holmes did not succeed at the law, gave it up and decided to 
study medicine. At first he thought he could not see so much suffering 



Ouiykk Wkndki.Iv Holmes 259 

and behold the dead and dying, but after a time these were every- 
day occurrences to him. 

In 1833 he became a collector of rare old books, and in pursu- 
ing his medical studies he went to the hospitals of Paris and other 
cities, roaming in Europe for two years, incidentally finding many 
queer old volumes to add to his collection. 

Abraham Lincoln read and admired Holmes' "Last Leaf," and 
said: "This poem is inexpressibly touching to me. For pure pathos, 
in my judgment, nothing has been written to equal it." 

He married Amelia Jackson and had two sons and a daughter. 
This daughter married Mr. John Turner Sargent, and it was at her 
country home, called Beveily Farms, that Holmes spent most of his 
time at the end of his life. In 1852 Holmes delivered a lecture course 
on "The English Poets of the Nineteenth Century." In a letter to 
an official he states the terms on which he is willing to give this 
course of lectures in various towns and cities. "My terms for a lec- 
ture when I stay over night are fifteen dollars and expenses, a room 
with a fire in it, in a public house, a mattress to sleep on — not a feather 
bed, etc." 

His "Autocrat of the Breakfast Table" is the very soul of humor, 
gay and good natured, light and sparkling. 

About this time appeared "The Deacon's Masterpiece, or The 
Wonderful One Hoss Shay," and somewhat later was published the 
most beautiful of all his poems, "The Chambered Nautilus." When 
the Princess of Wales asked him to write in her album he wrote the 
last verse of this stately poem : 

"Build thee more stately mansions, O my soul, 
As the swift seasons roll ! 
Leave thy low- vaulted past ! 
Let each new temple, nobler than the last, 
Shut thee from heaven with a dome more vast, 
Till thou at length art free, 
Leaving thine outgrown shell by life's unresting sea I 1 " 

He died at the age of 85, October 7, 1895. We can say the life 
of Oliver Wendell Holmes had flowed on like a placid river, he was 
born, grew up, and passed his life in the famous city of Boston, sur- 
rounded by his friends, always fortunate, always happy, for he looked 
on the bright side of things, and turned everything into wit and 
humor. 

He died painlessly and serenely sitting in his chair. 



MEMORANDUM 



RECITATIONS 



261 



RECITATIONS 



WELCOME. 

Kind friends and dear parents, we wel- 
come you here 

To our nice pleasant schoolroom, and 
teacher so dear; 

We wish but to show how much we 
have learned, 

And how to our lessons our hearts have 
been turned. 

We hope you'll remember we all are 

yet young, 
And when we've recited, and spoken, 

find sung, 
You will pardon our blunders, which, 

p.s we are aware, 
May even extend to the president's 

chair. 

Our life at school time, and till that 

shall end 
With our Father in Heaven for teacher 

and friend, 
Oh, let us perform well each task that 

is given, 
Till our time of probation is ended in 

Heaven. 

EEBECCA 'S AFTERTHOUGHT. 

Yesterday, Eebecca Mason, 
In the parlor by herself, 
Broke a handsome china basin 
Placed upon the mantel shelf. 

Quite alarmed, she thought of going 

Very quietly away, 

Not a single person knowing 

Of her being there that day. 

But Eebecca recollected 
She was taught deceit to shun; 
And the moment she reflected, 
Told her mother what was done. 

Who commended her behavior, 
Loved her better and forgave her. 

— Eliza Turner. 



THE FALL OF THE YEAE. 

The brown nuts fall 

At the wind 's loud call, 

For this is the fall of the year. 

I do softly pray at the close of the day, 

That the little children so dear, 

May as purely grow, 

As the fleecy snow 

That follows the fall of the year. 

— Selected. 

Oh, give thanks for the summer and 

winter, 
Give thanks for the sunshine and rain, 
For the flowers, the fruits, and the 

grasses, 
And the beautiful harvest of grain. 

— Selected. 

APEIL IN NOVEMBEE. 

'Tis April in November, 
If you wish to make it so, 
Or Maytime in December, 
Despite the falling snow, 
If only you'll remember 
Your smiles make roses blow. 

'Tis spring in autumn weather 

If you will sing all day, 

And smiles and songs together 

Turn winter into May; 

The snow will be like heather, 

If only you are gay. 

— Selected. 

THE WIND . 

Who has seen the wind? 
Neither I nor you; 
But when the leaves hang trembling 
The wind is passing through. 

Who has seen the wind? 

Neither you nor I; 

But when the trees bow down their 

heads 
The wind is passing by. 

— Christina G. Eossetti. 



262 



The Teacher's Guide Book 



JACK FEOST. 

Someone has been in the garden, 
Nipping the flowers so fair; 
All the green leaves are withered, 
Now, who do you think has been there? 

Someone has been in the forest, 
Cracking the chestnut burrs; 
Who is it dropping the chestnuts, 
Whenever a light wind stirs? 

Someone has been on the hilltop, 
Chipping the moss covered rocks; 
Who has been cracking and breaking 
Them into fragments and blocks? 

Someone has been on the window. 
Marking on every pane; 
Who made those glittering pictures 
Of lace work, fir trees and grain? 

Someone is all the time working, 
Out on the pond so blue, 
Bridging it over with crystals; 
Who is it now? Can you tell who? 

Let him work on; we are ready, 
Not much for our fun does it cost, 
Three cheers for the bridge he is mak- 
ing! 
And three, with a will, for Jack Frost! 

— Selected 

GUESS. 

There 's a queer little house, 

And it sits in the sun; 

When the good mother calls 

The children all run; 

While under her roof 

It is cozy and warm, 

Though the cold winds may whistle 

And bluster and storm. 



THANKSGIVING 

When the leaves are falling down, 
Changed their summer green for brown, 
When the flowers are gone away, 
Scared by frost elves at their play, 
Then Thanksgiving comes. 

When the first white snowflakes fall, 
When the passing bird flocks call, 
Then the holiday we love, 
Day of thanks to One above — 
Then Thanksgiving comes. 

— Selected. 



TUNE DOXOLOGY. 

Praise God who guides the pilgrims' 

way. 
Praise God this glad Thanksgiving 

Day, 
Praise God with hearts of pure delight, 
The God of freedom and of right. 

— Selected. 



IT ALL BESTS WITH YOU. 

It 's all up to you to succeed or to fail, 

To sit down and grumble or to take up 
the trail, 

To climb to the heights or to sit down 
supine 

Far below where the rays of the morn- 
ing sun shine 

On the steeps. It isn't genius or tal- 
ent at all 

That takes a man up where the morn's 
voices call. 

It's just work, and more work, and 
still more work all the time! 

Will you sit still or start out and 
climb ? 

— Author Unknown. 



In the daytime that queer 
Little house moves away; 
And the children run after 
So happy and gay. 
But it comes back at night 
And the children are fed, 
And tucked up to sleep 
In their warm, cozy bed. 

This queer little house 
Has no windows or doors; 
The roof has no chimneys, 
The rooms have no floors; 
No fireplaces, chimneys, 
Nor stoves can you see, 
Yet the children are cozy 
And warm as can be. 
(Hen and chickens.) 



-Selected. 



SOMETHING TO BEMEMBER. 

A laugh is just like sunshine, 

It freshens all the day, 

It tips the peaks of life with light, 

And drives the clouds away; 

The soul grows glad that hears it 

And feels its courage strong — 

A laugh is just like sunshine 

For cheering folks along! 

A laugh is just like music, 

It lingers in the heart; 

And where its melody is heard 

The ills of life depart; 

And happy thoughts come crowding 

Its joyful notes to greet — 

A laugh is just like music 

For making living sweet. 

— Exchange. 



Recitations 



203 



SANTA CLAUS. 

He comes in the night! He comes in 

the night? 
He softly, silently comes! 
When the little brown heads on the pil- 
low so white 
Are dreaming of bugles and drums, 
He cuts through the snow like a ship 

through the foam, 
While the white flakes round him whirl, 
And sooner or later he finds the home 
Of each good little boy and girl. 

His sleigh is long, and deep, and wide; 

It will carry a host of things; 

While dozens of drums hang over the 

side, 
With horns sticking under the strings; 
And yet not the sound of a drum is 

heard, 
Not a bugle blast is blown, 
He mounts to the chimney top like a 

bird, 
And drops to the hearth like a stone. 

The little red stockings he silently fills, 
Till the stockings will hold no more; 
The bright little sleds for the great 

snow hills 
Are quickly set down on the floor; 
And Santa Glaus mounts to the roof 

like a bird, 
And glides to his seat in the sleigh ; 
Not the sound of a bugle or drum is 

heard, 
As he noiselessly gallops away, 

— Selected. 



ONE OF THE FLOCK. 

O'er the fields of Bethlehem, 
Wintry stars were shining bright; 
Little lambs were fast asleep, 
Just as I am, every night. 

Then a great light shone around, 
Voices came from Heaven, too; 
All the lambs were so afraid — 
I guess I'd be, wouldn't you? 

But the angels only told 

Of a strange and lovely thing; 

Of a babe in Bethlehem — 

I wish I could hear them sing. 

"Fear not! in a manger lies 
Christ, the Lord!" the angels say. 
That is what dear Christmas means: 
Christ was born on Christinas day. 

— Unidentified. 

CHEISTMAS EVE. 

God bless the little stockings all over 

the land to-night, 
Hung in the choicest corners, in the 

glory of crimson light. 
The tiny scarlet stockings, with a hole 

in heel and toe, 
Worn by the wonderful journeys that 
the darlings have to go. 
And Heaven pity the children, wherever 

their homes may be, 
Who wake at the first gray dawning, an 
empty stocking to see. 

— Selected. 



A CHILD'S THOUGHT OF GOD. 

They say that God lives very high, 
But if you look above the pines 
You cannot see our God, and why? 

And if you dig down in the mines 
You never see Him in the gold, 
Though from Him all that's gold 
shines. 

God is so good, he wears a fold 

Of Heaven and earth across his face — 

Like secrets kept for love untold. 

But still I feel that His embrace 
Slides down by thrills, through all 

things made, 
Through sight and sound of every 

place; 

As if my tender mother laid 
On my shut lids her kisses pressure, 
Half waking me at night, and said, 
Who kissed you through the dark, dear 
guesser? 

— Elizabeth Browning. 



WHEN MAMMA WAS A LITTLE 
GIEL. 

When mamma was a little girl, 

Or so they say to me, 

She never used to romp and run 

Nor shout, nor scream with noisy fun, 

Nor climb an apple tree. 

She always kept her hair in curl, 

When mamma was a little girl. 

When mamma was a little girl, 

(It seems to her, you see), 

She never used to tumble down, 

Nor break her doll, nor tear her gown, 

Nor drink her papa's tea. 

She learned to knit, "plain," "seam," 

and "purl," 
When mamma was a little girl. 

But grandma says— it must be true — 
"How fast the seasons o'er us whirl! 
Your mamma, dear, was just like you, 
When she was grandma's little girl!" 

— Selected. 



264 



The Teacher's Guide Book 



MY NATIVE LAND. 

Breathes there a man with soul so dead, 
Who never to himself hath said, 
"This is my own, my native land!" 
Whose heart hath ne'er within him 

burned, 
As home his footsteps he hath turned 
From wandering on a foreign strand? 
If such there breathe, go, mark him 

well! 
For him no minstrel raptures swell. 
High though his titles, proud his name, 
Boundless his wealth as wish can claim: 
Despite those titles, power and pelf, 
The wretch, concentered all in self, 
Living shall forfeit fair renown, 
And, doubly dying, shall go down 
To the vile dust from whence he sprung, 
Unwept, unhonored and unsung. 

—Sir Walter Scott. 

THE BAIN 

"Open the window and let me in!" 

Sputters the petulant rain; 
'I want to splash down on the carpet, 
dear, 

And I can't get through the pane- 

"I've washed the windows, I spattered 
the blinds, 

And that is not half I've done; 

I bounced on the steps, and the side- 
walk, too, 

Till I made the good people run. 

"I've sprinkled your plant on the win- 
dow-sill 
So drooping and worn it looks; 
And dusty gutters, I've filled them 

up 
Till they flow like running brooks. 

"I have been out in the country, too, 
For there in glory am I; 
The meadows I've swelled, and wat- 
ered the corn. 
And floated the fields of rye. 

"Out from the earth sweet odors I 

bring, 
I fill up the tubs at the spout; 
While eager to dance in the puddles 

I make, 
The bare-headed child runs out. 

"The puddles are sweet to his naked 
feet, 
When the ground is heated through; 
If you'll only open the window, dear, 
I'll make a puddle for you." 

— Mrs. Wells 



THE CHILDEEN'S HOUE. 

Between the dark and the daylight, 
When the light is beginning to lower, 
Comes a pause in the day's occupations, 
That is known as the Children's Hour. 

I hear in the chamber above me 
The patter of little feet, 
The sound of a door that is opened 
And voices soft and sweet. 

From my study I see in the lamplight 
Descending the broad hall stair, 
Grave Alice and Laughing Allegra, 
And Edith with golden hair. 

A whisper, and then a silence; 
Yet I know by their merry eyes 
They are plotting and planning to- 
gether 
To take me by surprise. 

A sudden rush from the stairway, 
A sudden raid from the hall! 
By three doors left unguarded, 
They enter my castle wall. 

They climb up into my turret 
O'er the arms and back of my chair; 
If I try to escape they surround me, 
They seem to be everywhere. 

They almost devour me with kisses, 
Their arms about me entwine, 
Till I think of the bishop of Bingen 
In his mouse tower on the Bhine. 

Do you think, Oh, blue-eyed banditti, 
Because you have scaled the wall, 
Such an old mustache as I am 
Is not a match for you all. 

I have you fast in my fortress, 
And will not let you depart, 
But put you down into the dungeon 
In the round tower of my heart. 

And there will I keep you forever, 
Yes, forever and a day; 
Till the walls shall crumble to ruin, 
And moulder in dust away. 

— Longfellow. 



Be kind and gentle 
To those who are old, 
For dearer is kindness, 
And better than gold. 

Cross words are like ugly weeds, 
Pleasant words are like fair flowers; 
Let us sow sweet thoughts for seeds, 
In these garden hearts of ours. 

Do your best, your very best; 
And do it every day — 
Little boys and little girls, 
That is the wisest way. 



Recitations 



205 



GOD TAKES CAEE. 

Baby, what do the blossoms say, 

Down by the garden walk? 

They nod and bend in the twilight gray 

Say, do yon hear them talk? 

They say, "Oh, darling baby bright, 

We're going to sleep; good night; good 

night. 
The gentle breezes have come to sing, 
Flow God takes care of everything." 

Baby, what does the robin say? 
Do you hear his evening song? 
He sits and sings in the twilight gray, 
With a heart all merry and strong. 
He sings, ' ' Oh, darling baby dear, 
Sleep well, sleep soft, and do not fear; 
How somehow I feel, as I sit and sing, 
That God takes care of everything." 
— Selected. 

DANDELION DIALOGUE 

"Oh, dandelion, yellow as gold, 

What do you do all day?" 
"I wait here in the long green grass, 

Till the children come to play. ' ' 

"Oh, dandelion, yellow as gold, 

What do you do all night ?^' 
"I wait here while the cooT dew falls, 

And my hair grows long and white. ' ' 

"And what do you do when your hair 
grows white 
And the children come to play?" 
"They take me up in their dimpled 
hands 
And blow my hair away." 

— Selected. 

CONVALESCENCE. 

At nine, poor Tom was sick in bed, 
A towel wrapped about his head. 

At ten, the pain is somewhat less, 
But still he feels too ill to dress. 

Eleven, Thomas thinks that he 
May possibly get up for tea. 

He takes some nourishment at noon, 
And hopes he may feel better soon. 

At one, he groans, and says, perhaps, 
He may be getting a relapse. 

"It's wonderful," he says at two, 
What good fresh air will sometimes do! 

At three, to see him slide down hill. 
You wouldn't know he'd been so ill. 

N. B- — This illness, I've heard say, 
Need not be feared on Saturday. 
— Selected. 



FORGET-ME-NOT. 

When to the flowers, so beautiful, 

The Father gave a name; 

Back came a little bine-eyed oue 

(All timidly it came.) 

And standing at the Father's feet, 

And gazing in His face, 

It said in low and trembling tones. 

With sweet and gentle grace, 

"Dear God, the name Thou gavest me, 

Alas, I have forgot." 

Then kindly looked the Father down, 

And said, "Forget-me-not." 

— Selected. 

AT CLOSE OF SCHOOL. 

The end has come, as come it must 
To all things; in these sweet June days 
The teachers and the scholars trust 
Their parting feet to separate ways. 

Her little realm the teacher leaves, 
She breaks her wand of power apart, 
While for your love and trust she gives 
The warm thanks of a grateful heart. 

Across the distance of the years 
She sends her God-speed back to you; 
She has no thought of doubt or fears, 
Be but yourself — be pure, be true. 

And prompt in duty; heed the deep, 
Low voice of conscience; through the ill 
And discord round about you keep 
Your faith in human nature still. 

— John Greenleaf Whittier. 

THE MOUNTAIN AND THE 
SQUIRREL. 

The mountain and the squirrel 

Had a quarrel, 

And the former called the latter "Little 

Prig." 
Bun replied, 

You are doubtless very big; 
But all sorts of things and weather. 
Must be taken in together 
To make up a year 
And a sphere, 
And I think it no disgrace 
To occupy my place. 

If I'm not so large as yon 

You are not so small as I, ' 

And not half so spry. 

I'll not deny you make 

A very pretty squirrel track. 

Talents differ; all is well and wisely 

put; 
If I cannot carry forests on my back. 
Neither can you crack a nut. 

— Ralph Waldo Emerson. 



2Q6 



The Teacher's Guide Book 



PIECES TO SPEAK 

"My fairest child, I have no song to 
give you; 
No lark could pipe to skies so dull and 

g ra y; 

Yet, ere we part one lesson I can give 
you 
For every day; 

Be good, sweet maid, and let who will 

be clever; 
Do noble things, not dream them all 

day long; 
And so make life, death, and that vast 

forever, 
One grand, sweet song." 

— Charles Kingsley. 

MEMORY GEMS 

Hearts like doors, will open with ease 
To two very little keys; 
But don't forget the two are these: 
"I thank you, sir," and, "If you 
please." 

Children, make your mother happy, 

Many griefs she has to bear; 

And she wearies 'neath her burdens — 

Can you not those burdens share? 

I 

Little by little the world grows strong- 
er, 

Fighting the battles of right and 
wrong; 

Little by little the wrong gives away; 

Little by little the right has sway; 

Little by little all longing souls 

Struggle up near the shining goals. 

Little builders, build away, 
Little builders, build today! 
Build a tower pure and bright 
Build it up in deeds of light. 

No matter what you try to do, 
At home or at your school, 
Always do your very best, 
There is no better rule. 

Try to be cheerful, 

Never be fearful, 

Or think the sky will fall. 

Let the sky* tumble, 

Fear not the rumble, 

It never can hurt you at all. 



Kind words are little sunbeams, 
That sparkle as they fall; 
And loving smiles are sunbeams, 
A light of joy to all. 

Teach me to feel another's woe, 
To hide the fault I see; 
The mercy I to others show, 
That mercy show to me. 

Speak gently to the erring; 
Know they must have toiled in vain; 
Perchance unkindness made them so; 
Oh, win them back again. 

Trip lightly over trouble, 
Trip lightly over wrong, 
We only make it double 
By dwelling on it long. 

So night is grandeur to our dust, 

So near is god to man, 

When duty whispers low, •■Thou 

must," 
The youth replies, "I can." 

Do not, then stand idly waiting 
For some greater thing to do; 
Fortune is a lazy goddess, 
She will never come to you. 
Go and toil in any vineyard, 
Do not fear to do or dare, 
If you want a field of labor, 
You can find it anywhere. 

Beautiful faces are those that wear 
The charm of a happy spirit there, 
It matters nothing if dark or fair. 

If happiness have not her seat 
And center in the breast, 
We may be wise, or rich, or great, 
But never can be blessed. 

— Burns. 

Couxt that day lost whose low de- 
scending sun 

Views from thy hand no worthy ac- 
tion done. 

■ — Hobart- 

Oh, what a tangled web we weave, 
When first we practice to decieve! 

— Scott. 

It is well to be wise and great, 
'Tis better to be good. 



Memorandum 



Memorandum 



Music 



267 



MUSIC 



SONGS 
September 

1. Harvest of the Squirrel and the Honey Bee. Songs of the 
Child World No. 1. — Riley and Gaynor. 

2. Chasing the Squirrel. Songs and Gaines for Little Ones. — 
Walker and Jenks. 

3. Birds in Autumn. Holiday Book. — Emile Poulsson. 
Fall Song. Eleanor Smith Music Course, Primer. 
Evening Bells. Eleanor Smith Music Course, Primer. 
Frolicking Squirrels. Eleanor Smith Music Course, No. 2. 
The Farmer and the Doves. Eleanor Smith Music Course, 



4. 
5. 
6. 
7. 
Primer. 



October 

1. The Brownies. Songs of the Child World No. 1. — Riley and 
Gaynor. 

2. Farewell to the Birds. Songs to the Child World No. 1 — 
Riley and Gaynor. 

3. In Autumn. Eleanor Smith Music Course, Primer. 

4. The Empty Nest. Eleanor Smith Music Course, Primer. 

5. The Trees in Autumn. Eleanor Smith Music Course, No. 2. 

6. The Pixies. Eleanor Smith Music Course, No. 2. 

7. Winter Birds. Eleanor Smith Music Course, No. 2. 

8. Winter Sadness. Eleanor Smith Music Course, No. 2. 



November 

1. Jack Frost. Songs of the Child World No. 1.— Riley and 
Gaynor. 

2. Thanksgiving Song. Songs of the Child World No. 1. — Riley 
and Gaynor. 

3. Thanksgiving Song. Songs and Games for Tittle Ones. — 
Walker and Teuks. 



268 The; Teacher's Guide Book 

4. Little Jack Frost. Songs and Games for Little Ones.— Walker 
and Jenks. 

5. The Harvest. Eleanor Smith Music Course, Primer. 

6. Among the Leaves. Eleanor Smith Music Course, Primer. 

7. Autumn and Winter. Eleanor Smith Music Course, No. 2. 

8. Thanksgiving. Eleanor Smith Music Course, No. 2. 

December 

1. The First Christmas. Songs and Games for the Little Ones. 
— Walker and Jenks. 

2. Letter to Santa Claus. Songs of the Child World No. 1. — 
Riley and Gaynor. 

3. Merry Christmas. Songs of the Child World No. 1. — Riley 
and Gaynor. 

3. The Fir Tree. Holiday Songs. — Emile Poulsson. 

5. Christmas Music. Eleanor Smith Music Course, Primer. 

6. Santa Claus. Eleanor Smith Music Course, Primer. 

7. Christmas. Eleanor Smith Music Course, No. 2. 

8. The Snow Fight. Eleanor Smith Music Course, No. 2. 

January 

1. Oh, I am the Little New Year. Songs and Games for Little 
Ones. — Walker and Jenks. 

2. Old Year and New Year. Holiday Book. — Emile Poulsson. 

3. New Year's Day. Songs of the Child World No. 1. — Riley 
and Gaynor. 

4. Snow Flakes. Songs of the Child World No. 1. — Riley and 
Gaynor. 

5. Among the Naked Tree Tops. Eleanor Smith Music Course, 
Primer. 

6. Bed-time. Eleanor Smith Music Course, Primer. 

7. Little Eskimo. Eleanor Smith Music Course, No. 2. 

8. Snow Bird and Snow Man. Eleanor Smith Music Course, 
No. 2. 

February 

1. A Receipt for a Valentine. Songs of the Child World No. 
1. — Riley and Gaynor. 

2. We March Like Soldiers. Songs of the Child World No. 1. 
— Riley and Gaynor. 

3. When You Send a Valentine. Holiday Songs. — Emile Pouls- 
son. 

4. A Song of Washington. Holiday Songs. — Emile Poulsson. 



Music 269 

5. Soldier's Life. Eleanor Smith Music Course, Primer. 

6. Playing Soldier. Eleanor Smith Music Course, Primer. 

7. February. Eleanor Smith Music Course, No. 2. 

8. The Postman. Eleanor Smith Music Course, No. 2. 

March 

1. The Froggies Swimming School. Songs of the Child World 
No. 1. — Riley and Gay nor. 

2. The Bird's Nest. Songs of the Child World No. 1.— Riley 
and Gay nor. 

3. Queer Pussies. Holiday Book. — Emile Poulsson. 

4. Spring Song. Holiday Book. — Emile Poulsson. 

5. The Butterfly. Eleanor Smith Music Course, Primer. 

6. Bird's Song. Eleanor Smith Music Course, Primer. 

7. Sap Is Beginning to Flow. Eleanor Smith Music Course, 
No. 2. 

8. In March. Eleanor Smith Music Course, No. 2. 

April 

1. Easter Song. Songs of the Child World No. 1. — Riley and 
Gaynor. 

2. Easter Song. Songs and Games for Little Ones. — Walker 
and Jenks. 

3. All the Birds Have Come Again. Songs and Games for 
the Little Ones. — Walker and Jenks. 

4. Awake ! Awake ! Holiday Book. — Emile Poulsson. 

5. Pussy Willow. Eleanor Smith Music Course, Primer. 

6. In April. Eleanor Smith Music Course, Primer. 

7. Riding on the Hay. Eleanor Smith Music Course, No. 2. 

8. Song of the Bulbs. Eleanor Smith Music Course, No. 2. 

May 

1. Over the Bare Hills. Songs and Games for Little Ones. — 
Walker and Jenks. 

2. Frog and Horse. Songs of the Child World No. 1. — Riley 
and Gaynor. 

3. The Tulips. Songs of the Child World No. 1.— Riley and 
Gaynor. 

4. Round the May-pole. Holiday Book. — Emile Poulsson. 

5. May and June. Eleanor Smith Music Course, Primer. 

6. The May Queen. Eleanor Smith Music Course. — Primer. 

7. May Day. Eleanor Smith Music Course, No. 2. 

8. In May. Eleanor Smith Music Course, No. 2. 



270 



The Teacher's Guide Book 



GLAD WELCOME. 



Words by PALMER HARTSOUGH 



Muisc by J. H. Fillmobe 



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Win-ter has gone with its chill and its gloom, Flow'rs in 

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Music 



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Lizzie Dearmond. 



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1. The sunbeams 'dance the streamlets 2 flow, The flow - ers bloom so gay, 

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3 Wide 9 o - pen stands old win-ter's tomb, Our Fa-ther's smile of love 



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The whole 3 wide world seems full of joy This bless-ed Eas • ter day. 
While lil - ies "ring their snow- y bells To swell the ju - bi - lee 
10 A-wakes from sleep each lit- tie one, To light and life 5 a - bove. 



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Gestures.— 1. Dancing motion with fingers. 2, Motion with hands as of flowing stream. 3, Des- 
cribe large circle with arms. 4, Wave right hand aloft; may hold tree branches. 5, Point up. 
6, Wave good morning. 7, Motion with arms as of tree branches. 8, Ringing motion with right 
hand. 9. Throw arms open wide. 10, Stoop slightly, throw hands upwards quickly. 

The children may have small green branches lying on chairs behind them, or. at their feet. 
These could be waved in chorus, then laid aside while singing, verses. 

Copyright, 1908. by The Fillmore Bros. Co. 



-Used by permission of The Fillmore Bros. Co., Cincinnati, Ohia. 



272 



The Teacher's Guide Book 



CAROL, SWEETLY CAROL. 



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Music 273 



CAROL, SWEETLY CAROL 

Carol, sweetly carol, 
A Savior born to-day ; 
Bear the joyful tidings, 
Oh, bear them far away ! 
Carol, sweetly carol, 
Till earth's remotest bound 
Shall hear the mighty chorus, 
And echo back the sound. 

Chorus : — 

Carol, sweetly carol, 
Carol sweetly to-day ; 
Bear the joyful tidings, 
Oh, bear them far away ! 

Carol, sweetly carol, 

As when the angel throng, 

O'er the vales of Judah, 

Awoke the heavenly song. 

Carol, sweetly carol, 

Good-will, and peace, and love, 

Sing glory in the highest 

To the God who reigns above. 

Chorus : — 

Carol, sweetly carol, 

The happy Christmas time ; 

Hark ! the bells are pealing 

Their merry, merry chime. 

Carol, sweetly carol, 

Ye shining ones above ; 

And sing in loudest numbers, 

Oh, sing redeeming love ! 



274 



The; Teacher's Guide Book 



t>ol$ mtgbt, peaceful iHtgbt 



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Holy night ; peaceful night ! 

All is dark, save the light, 

Yonder where they sweet vigil keep 
O'er the Babe who in silence sleeps 

Rests in heavenly peace 

Rests in heaevnly peace. 

Holy night ! peaceful night ! 
Only for shepherd's sight, 

Came blest visions of angel throngs, 

With their loud Alleluia songs, 
Saying, Jesus is come, 
Saying, Jesus is come. 

Holy night ! peaceful night ! 

Child of heav'n ! O ! how bright. 

Thou didst smile on us when Thou wast born, 
Blest indeed was that happy morn, 

Full of heavenly joy, 

Full of heavenly joy. 



'P Slow. 



Robert Burns. 



auld Lang syne. 

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Should auld acquaintance be forgot, And nev- er brought to mind? Should auld acquaintance 
We twa ha'e run aboot the braes,And pu'd the gow -ans fine; But we've wander'd mony a 
We twa ha'e sport -ed i' the burn Frae mornin' sun till dine, But seas between us 
And here's a hand, my trusty ffien', And gie's a hand o' thine; We'll tak' a cup o' 

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auld lang syne ; We'll tak' a cup o' kindness yet For auld lang 1 syne. 



Music 
MARCHING SONG 



275 



R. L. Steveson 

SA 



L. DeCall 




Bring the comb and play upon it! 
Marching, here we come ! 
Willie cocks his highland bonnet, 
Johnnie beats the drum. 

Mary Jane commands the party, 
Peter leads the rear; 
Feet in time, alert and hearty, 
Each a Grenadier ! 



All in the most martial manner 
Marching double-quick ; 
While the napkin, like a banner, 
Waves upon a stick! 

Here's enough of fame and pillage, 
Great commander Jane ! 
Now that we've been round the village, 
Let's go home again. 



WHERE GO THE BOATS 



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Oh, dark brown is the river 
And golden is the sand ; 
It flows along forever 
With trees on either hand. 

The green leaves are a-floating, 
And castles of the foam, 
While boats of mine are boating — 
Oh, when will all come home? 



Forever goes the river 
And far out past the mill, 
Away down in the valley, 
Away down by the hill. 

Away far down the river," 
A hundred miles or more, 
And other little children 
Shall bring my boats ashore. 



(By permission of the publishers, Chas. Scribner's Sons.) 



276 



The Teacher's Guide Book 



MY BED IS LIKE A LITTLE BOAT 




My bed is like a little boat; 
Nurse helps me in when I embark ; 
She girds me in my sailor's coat 
And starts me in the dark. 

At night I go on board and say 
Good night to all my friends on shore ; 
I shut my eyes and sail away 
And see and hear no more. 

And sometimes things to bed I take, 
As prudent sailors have to do; 
Perhaps a slice of wedding cake 
Perhaps a toy or two. 

All night across the dark we steer ; 
But when the day returns at last 
Safe in my room beside the pier, 
I find my vessel fast. 
(By permission of the publishers, Chas. Scribner's Sons.) 



THE LAND OF STORY BOOKS 



R. L. Stevenson 



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At evening when the lamp is lit, 
Around the fire my parents sit ; 
They sit at home and talk and sing, 
And do not play at anything. 



Music 
MY SHADOW 



R. L. Stevenson 



277 



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I have a little shadow that goes in and out with me, 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head ; 
And I see him jump before me, when I jump into my bed. 

The funniest thing about him is the way he likes to grow — 
Not at all like proper children, which is always very slow ; 
For he sometimes shoots up taller like an India rubber ball, 
And he sometimes gets so little that there's none of him at all. 

He has not got a notion of how the children ought to play, 
And can only make a fool of me in every sort of way. 
He stays so close beside me, he's a coward you can see ; 
I'd think shame to stick to nursie as that shadow sticks to me ! 

One morning, very early, before the sun was up, 

I rose and found the shining dew on every buttercup; 

But my lazy little shadow, like an arrant sleepy-head, 

He had stayed at home behind me and was fast asleep in bed. 



278 



The; Teacher's Guide Book 



But when Morning Dawneth. 



Fbances Ridley Havebgal. 












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Lit • tie birds are si - lent All the dark night through; 

On - ly wait and trust Him, Just a lit - tie while; 



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But when morn - ing dawn - eth, Their songs are sweet and new. 
Aft - er eve - ning tear - drops Shall come the morn - ing smile. 



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THE, STAR=SPANGLE,D BANN£,R. 

Solo or Quartet, 




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1. Oh, say, can you see, by the dawn's ear-ly light, What so proudly we hailed at the 

2. On the shore dimly seen thro' the mists of the deep, Where the foe's haughty host in dread 

3. And where is that band who so vaunt-ing-ly swore That the hav- oc of war and the 

4. Oh, thus be it ev - er when freemen shall stand Between their loved home and wild 



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twilight's last gleaming, Whose broad stripes and bright stars,thro' the per-ij • OU3 fighf.O'er the 
si - lence re - pos • es, What is that which the breeze.o'er the tow- er - ing steep, As it 
bat-tie's con-fu-sion A home and a country should leavens no more? Their 

war's des- o - la-tion; Blest with vict'ry and peace,may the heav'n-rescued land Praise the 



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fit - ful-ly blows , half conceals, half dis-clos « es? Now it catch-es the gleam of the 
blood has washed out their foul footsteps' pol-lu - tion. Nd ref - ugecould save ,the 
Pow'r that hath made and preserved us a na - tion! ' Then con-quer we must,when-our' 



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bursting in air, Gaveproofthro'thenightthatourflagwasstillthere. Oh, say, does that 
morning's first beam, In full glory reflected nowshines on the stream: 'Tis the star-spangled 
hireling and slave From the terror of flight or the gloom of the grave: And the star-spangled 
cause it is just, And this be our mot-to: "In God is our trust!" And the star-spangled 




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spangled ban-ner yet wave O'er the Jand of the free and the home of the braVe? 

■ner: oh, long may it wave O'er the land of the free and the home of the brave! 

-ner in tri-umph doth wave O'er the land of the free and the home of the brave, 

ner in tri-umph shall wave O'er the land of the free and the home of the brave. 

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280 



The Teacher's Guide Book 



ft Allegro, 



DIXIE LAND, 



Dan. Emmet. 



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1, 1 Wish I was in de land ob cot-ton E Old times dar am not for -got-ten, Look a-i 

2. Old Mis-sus maf-ry Will, de wea-ber, Will-ium was a gay de-ceab-er; Look .a- 
8= His face was sharp as abutch-er*s clea-ber,. But dat did not seem to greab 'er; Look a- 

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way! Look a-way 1 Look a-way! Dix-ieLand, Iff Dix - ie Land whar' I wa&- feorh fn, 

way! Look a-way! Look a-way! Dix-ieLand. But when he put Bis arm a- round 'ef He 

way! Look a-way! Look a-way! Dix-ieLand. Old Mis -sua act - ad the fool- ish partj . And 

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on one frost - y mornin', Look a-wayl Loo^ a-way! Look a -way! Dix-^Lando 
fierce as a for -ty pounder, Look atway! Look a-way! Look a»wayl Dix-»5ft LaR<L 
died for a man dat broke her heart, Look a*way! Lgok a-way! Look *b« way! Dix*ife Landi. 
Choeust 




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And all de gals dat want to kiss us; 

Look away! etc., 
But if you want to drive 'way sorrow. 
Come aijd hear dis song to-morrow. 

Look away! etc 



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5 Dar's luick-wheat cake? an' Itogen' batter, 
Makes you fat or a little fatter; 

Look away! etc.,' 
Den hoe It down and scratch your grabble, 
To Dixie's land I'm bound to trabble, 

Look away! etc. 



Music 



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top climbs higher, Let each its growth in-spire To do and nev-et tire : 'Twill courage give. 

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2 The lesson we will learn, 
That'if success we'd earn 
On Life's broad field, 
We must look up and grow, 
No faltering purpose know, 
Then shall we plainly show, 
We'll never yield. 



3 If read aright, you see 
A lesson there will be 
Of joy and love, 
Learned from the growing tree, 
Each day and night we'll be 
Nearer the height we see 
Far, far above. 



— From ''Songs of the Nation" by permission of Silvert, Burclett & Co. 



Blest be the Tie. 



Rev. John Fawcett. 
n . ■ 






DENNIS. 






From H. G. Nagem. 


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The fel • low - ship of kin - dred minds is like to that 

Our fears, our hopes, our aims are one. — Our com-forts and 

And of - ten for each oth - er flows The sym-pa - thiz ■ 

But we shall still be join'din heart, And hope to meet 



a - 
our 
ing 

a - 



^ 



rv 



rv 



-i 



■&- 
bove. 
cares, 
tear, 
gain. 






-P- J^l 



-(2- 



' |-<St— TD 



MEMORANDUM 



T. G.— 9 



: 1 



